Prove It! Using Textual Evidence, Levels 3-5 [1 ed.] 9781425835361, 9781425817008

Citation preview

Prove It! Using Textual Evidence

Introduction

Body of Content Conclusion

Melissa Cheesman Smith Terri Schilling

Levels

3-5

Prove It! Using Textual Evidence Levels 3–5

Introduction

Body of Content Conclusion

Melissa Cheesman Smith Terri Schilling Foreword by Alan Sitomer

Publishing Credits Corinne Burton, M.A.Ed., Publisher; Conni Medina, M.A.Ed., Managing Editor; Emily R. Smith, M.A.Ed., Content Director; Veronique Bos, Creative Director; Shaun N. Bernadou, Art Director; Stephanie Bernard, Associate Editor; Courtney Roberson, Senior Graphic Designer

Image Credits All images from iStock and/or Shutterstock

Standards © 2014 Mid-continent Research for Education and Learning © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. © Copyright 2007–2017 Texas Education Association (TEA). All rights reserved. ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education), iste.org. All rights reserved. © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2014 Board of Regents of the University of Wisconsin System, on behalf of WIDA—www.wida.us

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A division of Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.tcmpub.com/shell-education

ISBN 978-1-4258-1700-8

©2018 Shell Educational Publishing, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Website addresses included in this book are public domain and may be subject to changes or alterations of content after publication of this product. Shell Educational Publishing does not take responsibility for the future accuracy or relevance and appropriateness of website addresses included in this book. Please contact the company if you come across any inappropriate or inaccurate website addresses, and they will be corrected in product reprints.

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Table of Contents From the Authors................................... 5 Foreword.................................................. 7 Introduction............................................ 9

Textual Evidence in Writing Lesson 6: Gathering Sources...........................75 Lesson 7: Supporting a Claim.........................78

Using Textual Evidence and Citations .............................................9

Lesson 8: Organizing Evidence.......................81

How to Use This Book....................................12

Lesson 10: Listing Sources...............................87

Standards Correlations....................................13

Textual Evidence in Reading

Lesson 9: Writing an Analysis.........................84

Writing Application Prompts Prompt 1: Description Text Structure.............90

Lesson 1: Introduction to Textual Evidence....16

Prompt 2: Sequence Text Structure................93

Lesson 2: Citing with Direct Quotations.........21 Lesson 3: Citing with Paraphrasing.................24

Prompt 3: Compare-and-Contrast Text Structure..........................................96

Lesson 4: In-Text Citations with Right-in-the-Text Answers.......................27

Prompt 4: Compare-and-Contrast Text Structure..........................................99

Lesson 5: In-Text Citations with Inferential Answers..................................30

Prompt 5: Cause-and-Effect Text Structure........................................102

Reading Application Practice

Prompt 6: Description Text Structure...........105

Practice 1: Asking Questions...........................33

Prompt 7: Problem-and-Solution Text Structure........................................108

Practice 2: Identifying Key Details..................37

Prompt 8: Chronological Text Structure.......111

Practice 3: Making Inferences.........................41

Prompt 9: Classification Text Structure........114

Practice 4: Finding the Moral of the Story..............................................45

Prompt 10: Sequence Text Structure............117

Practice 5: Determining Figurative Language..................................................49

Appendices Appendix A: Answer Key..............................122

Practice 6: Analyzing Character.....................53

Appendix B: Additional Resources...............126

Practice 7: Determining Main Idea................57 Practice 8: Identifying Author’s Purpose.........61

Appendix C: Contents of the Digital Resources...............................................136

Practice 9: Studying Text Structure................65

Appendix D: References Cited......................136

Practice 10: Comparing and Contrasting.......69

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From the Authors Dedication

Acknowledgments

I dedicate this book to Deb Junkes for being my cheerleader in publication before I even knew I could play.—M.C.S.

We would like to thank our editors and production team at Teacher Created Materials, namely Emily Smith and Stephanie Bernard, for taking our simple idea and crafting it into an easy-to-use resource for teachers. We’d also like to acknowledge Courtney Roberson for the beautiful cover and interior design of the book.

I dedicate this book to Michael Schilling for always believing in me and giving me guidance and reassurance when I needed it most.—T.S

About Us Terri Schilling, M.Ed., has a master’s degree in educational leadership along with a reading specialist endorsement. She has been teaching for 15 years and presents at literacy professional development workshops. Melissa Cheesman Smith, M.Ed., holds a master’s degree in curriculum and instruction and has been teaching for 10 years. She teaches literacy classes for a university, presents at literacy conferences, and facilitates professional development workshops.

We’d like to thank Teacher Created Materials for believing that the teachers in the trenches are the root and heart of curriculum design, allowing resources to be produced from the ground up to create material that works for teachers to teach and students to learn. From Melissa: I would like to thank my husband, David, and family for the extra time it took out of our family time to work on the book and for allowing me the time to develop trainings for teachers around the ideas based in this resource. I would especially like to thank my coauthor, Terri. As a friend and colleague, I have both love and respect for Terri as a friend and as a lifelong learner who inspires me to be a better teacher and push myself. “A friend is someone who knows all about you and still loves you.”—Elbert Hubbard From Terri: Thank you to Kete, Lisa, Dillon, and Autry for always bringing out the best in me; without all of you, I never could have followed my dreams. I am particularly appreciative to Melissa for asking me to partner with her in writing this book. It has been a rewarding experience following the process and learning from Melissa along the way. We have spent many years together growing as teachers and friends, of which I am truly grateful.

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We live in a world where evidence is more important than ever. With people asserting all sorts of claims (i.e., “Believe me!”, “No, believe me!”, “No, don’t believe either of those ding‑dongs… BELIEVE ME!”) in all sorts of formats (i.e., print, online, social media, television), the student who does not own the skill of cool, detached, reasoned, discernment is a student ill-prepared to face the demands of modern life. Quite simply, the ability to understand and critically analyze evidence is the foremost key to avoid being duped (in a world filled with dupers). This is why I am such a fan of the Prove It! series. Melissa Cheesman Smith and Terri Schilling do not want students passively accepting assertions; they insist today’s learners develop investigative eyes when it comes to analyzing contentions. Their work focuses on asking students to probe deeper, think critically, and get to the core of WHY a claim ought to be believed. Their work promotes meritocracy— the best ideas supported by the most convincing evidence wins. Forget the cult of personality. Throw away the unsupportable, inflammatory claims. Simply provide concrete, logical evidence to support your points, and the rest will take care of itself. In order to sustain a wellinformed democracy, this is no small matter.

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FOREWORD

The Importance of Evidence All in all, I love how this series rests on the foundation of knowing that reading requires students not to just form opinions about the text, but rather USE the text to form educated responses. That’s a BIG WIN! From the embedded academic vocabulary instruction, to teaching students what credible and reliable sources are (so they can learn how to critically think and make informed decisions), to text structure and inferences, and on and on, there are many wonderful resources made available. And with such a well-organized progression of instruction, it’s hard not to smile when you take a gander at all the goodies being offered. As we all know, there is a sea change afoot in education. Evidence-based analysis is no longer something left for college-level instruction as students as young as seven years old are being asked to cite evidence to support their claims. To that end, materials that make weighty concepts accessible to young learners are essential. Do yourself a favor and allow expert educators to help connect the dots from assertions to evidence through a user-friendly set of instructional tools built specifically for the modern classroom. This Prove It! series rocks! —Alan Lawrence Sitomer California Teacher of the Year Award Winner Author: Mastering Short Response: Claim It! Cite It! Cement It! by Scholastic

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Instructionally, reading and writing change as they parallel the technological demands of the generation. Today, students must be able to write for purpose and with intent when conveying information on a topic, whether informational or argumentative, and they must be able to use printed text with an Internet technology base to back up that information. Providing purpose is essential for students because “sometimes our students’ purposes don’t match up with the purposes set for them to achieve in school” (Atkins 2011). We have to help set the purpose of success. To have purpose and intent, research on a topic is essential. The purpose of using text evidence is to teach students habits of argument. As Douglas Fisher and Nancy Frey point out, “students have to develop habits that allow them to mine texts for details, ideas, and deeper meanings” (2014, 4). When finding evidence, students must learn how to cite textual evidence not only as a basic matter of research, but also as a way to validate their own statements and thinking through evidence-based arguments. When using textual evidence, a quotation or paraphrased text with an in-text citation is essential. While students may not need to formally conform to one specific style (MLA or APA), a basic in-text citation is required when quoting or paraphrasing text. This book will introduce students to best practices in citation formatting that can be used throughout elementary and middle school until they are required to learn certain styles in high school and college. For our purposes, MLA style will be used, as elementary and middle school students are more likely to be engaged in using page numbers from a given text rather than finding their own research.

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INTRODUCTION

Using Textual Evidence and Citations Using textual evidence and citations is imperative for advancing through college and career readiness standards and also for college itself. Students will need this skill most directly for high-stakes testing, as much of the literacy testing (both reading and writing) today revolves around text-based evidence or document-based questions (DBQs). There is a direct connection between reading and writing when using text evidence and students having the ability to analyze text. Research shows that having students write an extended analytical response supported with text evidence and explanation has a positive impact on reading comprehension (Graham and Hebert 2010). Students will be required to use this skill for authoring papers in high school, in college, and possibly in their careers. Students must learn how to read critically in literary and informational texts, looking for central ideas to comprehend and research further. So much of what we, as adults, process and read each day falls under the writing genres of informational or argumentative. We have to be critical to take in the information, sort it, and use what is credible to make informed decisions and create educated opinions. Douglas Fisher and Nancy Frey note that “understanding the purpose of and how others use evidence, reading closely looking for evidence, and annotating and sourcing texts are important aspects students must learn if they are going to be proficient composers who integrate evidence and respond to complex tasks” (2014, 5).

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INTRODUCTION

Using Textual Evidence and Citations (cont.) Writing Genres Three commonly used nonfiction writing genres today are informational, persuasive, and argumentative. While persuasive and argumentative may at first seem synonymous, as they each state claims, give reasons, and provide evidence, the differences between the two are significant: • Persuasive writing aims to prove a claim through opinion, often through an emotional appeal, followed by personal anecdotes and reasons that may be effective but do not completely verify the claim. • Argumentative writing aims to prove a claim through a series of logical statements, followed by facts, examples, and evidence that is verifiable. Educators must teach students a unique skill set to help write within these genres using technological demands now required to present information. These skills require students today to be able do the following skills.

Locate Resources • Question what is found on the Internet, and filter through what is and is not related to the specific topic.

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Gather Resources • Use a variety of multimodal sources to thoroughly encompass the totality of the topic researched. Writing is now created in a multimodal fashion. This means that students are no longer simply looking up facts in encyclopedias and regurgitating the information in their own words. The main source of information today is the Internet. Within the Internet, there are videos, news reports, websites, and infographics that provide a variety of ways to research, organize, and write about various topics. • Find enough evidence to support a solid understanding of the topic, allowing it to be reorganized in a way that will be presentable for the intended audience.

Select and Organize Evidence • Interpret the text. Read to determine which evidence correlates to the specific reasons, intent, and purpose of the topic. • Find short, purposeful sections of the text that relate directly to a topic, whether through information or reason.

Write with Purpose and Intent

• Know not only how to locate information but how to determine what a credible and reliable source looks like. Know the reason behind why these sources are imperative to use when doing research.

• Show critical thinking by analyzing the resources found and using in-text citations.

• Understand how to find credible and reliable sources.

• Understand the definition and ramifications of plagiarism.

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• Cite using paraphrasing. • Cite using exact quotations.

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In addition to understanding how to locate sources and gather reliable information, learning how to cite textual evidence is a key component in reading and writing education today.

Textual Evidence Vocabulary Use text-evidence vocabulary (citation vs. quotation) when teaching. Helping students understand the vocabulary will support the content of the lessons and ensure student success in the activities. It may be helpful to review words and phrases specific to textual evidence before beginning the lessons. For easy reference, a text evidence vocabulary chart is included on page 126.

In-Text Citations in Reading Students must learn how to read critically in literary and informational texts through close reading, looking for central ideas to comprehend and research further. Students must be aware that sometimes they “need to read because they will be asked to synthesize information or produce ideas based on evidence” (Fisher and Frey 2014, 2). Students have to be critical to take in information, sort it, and use what is credible to make informed decisions or to create educated opinions. In this product, students will practice such skills by reading pieces of informational text on similar topics. They will closely read and annotate the passages. They will also focus on specific skills within the close reading to enhance their annotation skills. Students will answer comprehension questions and cite textual evidence in their answers. A rubric for closereading annotations is provided on page 129.

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INTRODUCTION

Using Textual Evidence and Citations (cont.) In-Text Citations in Writing It is critical for students to learn to write using more than their opinions as support. Students should also learn to determine their intended audience as well as decide on the purpose of their writing, because we “organize events, ideas, and arguments in a coherent fashion for a purpose and to meet the needs of an audience” (Fisher and Frey 2014, 10). Students must learn to find relevant and credible sources, decipher what information is relevant to their topic, and use evidence from the text to support their explanations. In this resource, the reading passages are designed to be informational while the writing passages are designed to be argumentative, so students can logically use textual evidence in their writing. Students will be prompted to cite textual evidence to support their responses. A rubric for citing textual evidence in writing is provided on page 130.

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INTRODUCTION

How to Use This Book It is imperative that students receive direct instruction on all the elements for using textual evidence. This resource includes everything needed for students to learn basic textual evidence skills in reading and writing. There are four main sections of the book for students to practice all facets of using textual evidence in reading and writing.

Textual Evidence in Writing Students will practice gathering and organizing sources and supporting claims with evidence found in the text.

Textual Evidence in Reading Students will answer comprehension questions based on narrative, informative, or argumentative texts. They will paraphrase and use direct quotations, and then cite these resources to support their claims.

Reading Application Practice Students will practice close reading passages using annotation strategies, answer questions related to the texts, and practically apply textual evidence with skills learned in the reading lessons.

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Writing Application Prompts Students will read passages and will be given writing prompts. If directed by the teacher, they can then use the Internet to research the topics further and find additional evidence related to the prompts. Students are asked to use basic writing organization practices of including an introduction, body content, and a conclusion for each written response. Within the prompts, students practically apply their textual evidence skills learned in the lessons to complete the prompt.

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Shell Education is committed to producing educational materials that are research and standards based. In this effort, all products are correlated to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces. How to Find Standards Correlations The general standards are provided in the Digital Resources (standards.pdf). Or, to print a customized correlation report of this product for your state, visit our website at www.tcmpub. com/administrators/correlations and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-800-777-3450. Purpose and Intent of Standards The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic standards that help students meet the goal of college and career readiness. While many states had already adopted academic standards prior to ESSA, the act continues to hold states accountable for detailed and comprehensive standards. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress.

INTRODUCTION

Standards Correlations College and Career Readiness Standards Today’s College and Career Readiness (CCR) standards offer guidelines for preparing K–12 students with the knowledge and skills that are necessary to succeed in postsecondary job training and education. CCR standards include the Common Core State Standards (CCSS) as well as other state-adopted standards such as the Texas Essential Knowledge and Skills (TEKS) and the Virginia Standards of Learning (SOL). The CCR standards listed on page 14 support the objectives presented throughout the lessons. McREL Compendium Each year, McREL analyzes state standards and revises the compendium to produce a general compilation of national standards. The standards listed on page 14 support the objectives presented throughout the lessons. TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. ISTE Standards The International Society for Technology in Education (ISTE) standards provide guidelines for the knowledge and skills needed to succeed in the twenty-first century.

Teachers are required to demonstrate how their lessons meet state standards. State standards are used in development of all of our products, so educators can be assured they meet the academic requirements of each state.

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INTRODUCTION

Standards Correlations (cont.) Literacy Standards Reading

• With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3rd

Grade

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Writing

• Conduct short research projects that build knowledge about a topic. • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Reading

• With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

4th

Grade

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Writing

• Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. • Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information; and provide a list of sources. • Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reading

• With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

5th

Grade

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Writing

• Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work; and provide a list of sources. • Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Reading Lessons and Application Textual Evidence in Reading Lesson 1: Introduction to Textual Evidence..............................................................16 Lesson 2: Citing with Direct Quotations...................................................................21 Lesson 3: Citing with Paraphrasing...........................................................................24 Lesson 4: In-Text Citations with Right-in-the-Text Answers....................................27 Lesson 5: In-Text Citations with Inferential Answers...............................................30

Reading Application Practice Practice 1: Asking Questions.....................................................................................33 Practice 2: Identifying Key Details............................................................................37 Practice 3: Making Inferences...................................................................................41 Practice 4: Finding the Moral of the Story...............................................................45 Practice 5: Determining Figurative Language..........................................................49 Practice 6: Analyzing Character...............................................................................53 Practice 7: Determining Main Idea..........................................................................57 Practice 8: Identifying Author’s Purpose...................................................................61 Practice 9: Studying Text Structure..........................................................................65 Practice 10: Comparing and Contrasting.................................................................69

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LESSON 1

TEXTUAL EVIDENCE IN READING

Introduction to Textual Evidence Objective

Guided Practice

Students will learn the definitions and uses of textual evidence, quotations, and paraphrasing in academic writing.

1. Begin by explaining to students the purpose of textual

evidence. Tell students, “When we read or write, we often use parts of the text to give answers or to help form opinions and prove points. When we do this, we use what is called textual evidence. This means we use exact words (also called quotations) or general ideas (known as paraphrasing) from the text to support the points we are explaining or arguing and then include in-text citations.”

Materials

2. Tell students, “When you use someone else’s ideas, you

• copies of Matching (page 17; page17.pdf)

have to cite the text. This means you must give credit to the author who originally wrote the text. If you don’t, this can be considered plagiarism. Plagiarism is taking someone else’s words or thoughts and passing them off as your own. You do not need to cite something if the idea is your own or is common knowledge, but you do need to cite if you got the idea or words from another source.”

• copies of “Soccer” (page 18; page18.pdf) • copies of True/False (page 19; page19.pdf) • copies of “Giraffes” (page 20; page20.pdf)

3. Distribute Matching and “Soccer” (pages 17–18), and work

with students to match the vocabulary words to the definitions. Then, read the passage together, and have students choose parts of the text that would be good support for their answers to the reading comprehension question. Finally, help students determine which part of the text would be strong support to prove their point for the prompt.

• highlighters

Essential Question How do I use textual evidence to answer questions in reading?

Independent Practice • Have students complete True/False and “Giraffes” (pages 19– 20) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Have students annotate each individual sentence, indicating which text relates to each question.

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Name

_______________________________

Date

_____________

LESSON 1

GUIDED PRACTICE

Matching Directions: Match the words about citing sources to their definitions. _______ 1. text

a. stating the author and page number from a source

_______ 2. in-text citation

b. restatement or rewording of an idea from a text

_______ 3. plagiarism

c. the exact words of someone else woven into your

_______ 4. direct quotation

d. the original piece of writing being cited

_______ 5. paraphrasing

e. the practice of taking someone else’s work and

when using a direct quotation or paraphrasing

writing, noted by using quotation marks

passing it off as your own

Directions: Answer the question. 1. Use your own words to describe what plagiarism means. What is an example of

plagiarism that you have come across?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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LESSON 1

Name

_______________________________

Date

_____________

GUIDED PRACTICE

“Soccer” Directions: Read the passage. Then, answer the questions.

Soccer

by Melinda Ramos Soccer is a sport played between two teams of 11 players each. It is the most popular sport in the world. In some countries, it is called football. Soccer is played on rectangular shaped grass or turf field called a pitch. There is a goal at each end of the pitch. The object of the game is to score the ball in the goal using only your feet. A goalkeeper may use his hands or arms to block the ball from going in the goal. Whichever team gets more goals, wins the game. The biggest and most famous international soccer competition is called the FIFA World Cup, and it happens every four years. page 1

1. Underline the textual evidence that best answers the following question: What is the object

of the game?

2. Highlight the textual evidence that would be best to use in a paper about soccer that

explains what each player does.

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Name

_______________________________

Date

_____________

LESSON 1

Directions: Write True or False next to each statement about textual evidence. ____________________

1. Textual evidence can be used to help answer questions in

____________________

2. In-text citations are required every time you write.

____________________

3. Paraphrasing means that you write someone else’s idea in your

____________________

4. Direct quotations are exact words used as support.

____________________

5. An example of plagiarism would be copying two sentences that

reading or to provide support to a writing topic.

INDEPENDENT PRACTICE

True/False

own words, but you don’t have to give them credit.

someone else wrote on the Internet and making it seem as if you were the one who wrote the words by not giving an in-text citation.

Directions: Rewrite the false sentences above so that they are true. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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LESSON 1

Name

_______________________________

Date

_____________

INDEPENDENT PRACTICE

“Giraffes” Directions: Read the passage. Then, answer the questions.

Giraffes

by Maria Collin The average height of a giraffe is around 16–18 feet (5–6 meters). Giraffes are the tallest land animals in the world. They have long legs, long necks, and spotted patterns. Giraffes live mostly in savanna areas in Africa. Their height allows them to eat leaves and shoots that are higher than other animals can reach. They especially love leaves from acacia trees. Their long tongues help them pull leaves from the trees. A giraffe spends most of the day eating and eats about 100 pounds (45.36 kilograms) of leaves and twigs a day. page 1

1. Highlight the textual evidence that would be best to use in a paper about giraffes that

describes their eating patterns.

2. Underline the textual evidence that best answers the following question: Where do

giraffes usually live? Then, answer the question using the text you underlined to support your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Tip: Textual evidence should prove exactly what it is you are

trying to say. The evidence should consist of carefully chosen words that match the question or topic.

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LESSON 2

Objective

TEXTUAL EVIDENCE IN READING

Citing with Direct Quotations Guided Practice

Students will find and use direct quotations and correctly cite them.

1. Begin by explaining to students that when proving a point

based on an idea in the text, using the exact words from the text as support helps to “prove” the point. Tell students there is a way to write so the reader knows when words are used from an outside source.

Materials

2. Distribute “Take to the Sky” (page 22). Read aloud the

• copies of “Take to the Sky” (page 22; page22.pdf)

excerpt, and have students follow along. After reading, ask students, “What is the difference between hang gliding and parasailing?” Give students time to locate and highlight the answer.

• copies of “Underwater Architect” (page 23; page23.pdf)

3. Once students have found the sentence(s) that prove the

answer, they should formulate their written responses. Remind students that they must put exact text inside quotation marks. Tell students that they don’t have to quote an entire sentence; they can pick only the key words that best provide the answer.

• highlighters

Essential Question How do I find a direct quotation related to a question and correctly cite it?

4. Show students how to create in-text citations or

parenthetical references. Write several examples on the board following MLA format, such as (Shale 1), (Roberts 24), (Jackson par. 3), or (McDonald par. 7). For more information, see MLA Citing Source Reference on page 131.

5. Have students practice with the second question, “Why was

zip-lining first created?” Guide students in answering with a direct quotation and a citation. Redirect as needed to be sure formatting of the citation is correct. Students may choose to share their answers with the class.

Independent Practice • Have students complete “Underwater Architect” (page 23) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Have students circle or highlight the words in the text, so they correctly quote the passage.

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LESSON 2

Name

_______________________________

Date

_____________

GUIDED PRACTICE

“Take to the Sky” Directions: Answer each question using a direct quotation and an in-text citation.

Take to the Sky by Jeff Shale

Have you ever wanted to feel as free as a bird? People have dreamed of flying for thousands of years. For many, the invention of airplanes was a dream come true. Since then, dreamers have found several other ways to feel as though they were flying. Parasailing is one way people can experience the feeling of soaring like a kite. A parasailer wears a parachute and sits on a boat. The boat drives quickly through the water. The parachute catches the breeze. And then, liftoff! Hang gliding is similar to parasailing. The difference is that hang gliding is done over land and not over water. Hang gliders don’t rely on boats to pull them. They jump off cliffs to achieve liftoff. Zip-lining is another way to fly. People needed a way to quickly get from one place to another, so zip-lining was created. People strung a thick cable between two tall peaks. Then, they tied a cable around themselves. They could use the cable to zip back and forth. Today, you can zip-line for sport. You can even zip-line across an entire mountain range! For those who dream of taking to the sky, there are many ways to explore the art of flying—if you dare! page 1

1. What is the difference between parasailing and hang gliding?

______________________________________________________________________________________ ______________________________________________________________________________________ 2. Why was zip-lining first created?

______________________________________________________________________________________ ______________________________________________________________________________________

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Name

_______________________________

Date

_____________

LESSON 2

INDEPENDENT PRACTICE

“Underwater Architect” Directions: Answer each question using a direct quotation and in-text citation.

Underwater Architect by Beatrice Shell

The chambered nautilus is related to the octopus and squid. Like its relatives, it has a lot of arms—up to 90! But the nautilus has something the others don’t have. It has a beautiful shell that protects it from predators. The shell offers camouflage. The top of the shell is dark. It blends in with the dark sea. It is light on the bottom. This blends in with the light coming from above the water. The shell is divided inside. New rooms, or chambers, are added to the shell as the animal grows. The nautilus can pull itself inside the shell if it feels threatened. Its hard shell offers protection from the sharp teeth of predators. Snails and hermit crabs also use shells for protection. In this same way, humans once built walls around castles. These tall rock walls protected the people inside the castle from arrows and cannons. page 1

1. Why is the bottom of the nautilus shell lightly colored?

______________________________________________________________________________________ ______________________________________________________________________________________ 2. What other two animals besides the nautilus use shells for protection?

______________________________________________________________________________________ ______________________________________________________________________________________

Tip: Be sure that you use quotation marks (“ ”) around the exact words used in your answer. Then, format the citation correctly (Author __). © Shell Education

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LESSON 3

TEXTUAL EVIDENCE IN READING

Citing with Paraphrasing Objective

Guided Practice

Students will paraphrase a text and correctly cite it.

1. Explain to students that sometimes exact quotations are

not needed, but instead, general ideas can be paraphrased. Explain that to paraphrase means to talk about parts of the text in one’s own words. However, a citation should still be given to credit the author of the original text.

Materials • copies of Excerpt from “The Story of Doctor Dolittle” (page 25; page25.pdf) • copies of Excerpt from “Playing for Keeps” (page 26; page26.pdf)

2. Distribute Excerpt from “The Story of Doctor Dolittle” (page 25).

Read the passage aloud as students follow along. After reading, ask students to think about the first question. Give students time to locate, highlight, and share examples.

3. Once students have found the sentence(s) that support their

answers, tell students to paraphrase the information from the text and include citations. Help them understand how to summarize their chosen sentences in their own words. Write an example of an MLA citation on the board: (Lofting 1). Guide students in formulating their responses using paraphrasing and creating the correct citation.

• highlighters

Essential Question How do I find text related to a question and correctly paraphrase and cite it?

4. Have students answer the second question. Remind

them that they should not include quotation marks when paraphrasing. Redirect as needed to be sure formatting of the citation is correct. Students may choose to share their answers with the class.

Independent Practice • Have students complete Excerpt from “Playing for Keeps” (page 26) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Remind students of the differences between a direct quotation and paraphrasing.

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Name

_______________________________

Date

_____________

LESSON 3

GUIDED PRACTICE

Excerpt from “The Story of Doctor Dolittle” Directions: On a separate sheet of paper, answer the questions by paraphrasing and using in-text citations.

Excerpt from “The Story of Doctor Dolittle” by Hugh Lofting

That winter was a very blustery one. One evening in December, all of the animals were sitting ’round the cozy fire in the kitchen. The Doctor was reading aloud to them out of books he had written himself in animal language. Suddenly, the owl, Too-Too, said, “Sh! What’s that noise outside?” They all listened, and presently they heard the sound of someone running. Then, the door flew open, and the monkey, Chee-Chee, sprinted in, terribly out of breath. “Doctor!” he cried, “I’ve just received a message from a cousin of mine in Africa. There is a terrible epidemic among the monkeys out there. They are all catching it—and they are perishing in hundreds. They have heard of you, and beg you to travel to Africa to eradicate the sickness.” “Who delivered the message?” asked the Doctor. “A swallow,” said Chee-Chee, “and she is outside on the rain barrel.” “Quickly, bring her by the fire,” instructed the Doctor. “She must be quivering with the cold. The swallows flew south six weeks ago!” So the swallow was brought in, all huddled and shivering; and although she was a little frightened at the beginning, she soon warmed up. Delicately perched on the edge of the mantelpiece, she began to converse. page 1

1. How do you know this could not be a true story? 2. How do you know the Doctor likes animals?

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LESSON 3

Name

_______________________________

Date

_____________

INDEPENDENT PRACTICE

Excerpt from “Playing for Keeps” Directions: On a separate sheet of paper, answer the questions by paraphrasing and using in-text citations.

Excerpt from “Playing for Keeps” by Carmen Board

My dad loves playing board games—dusty, old, boring board games. At least once a week, he makes the whole family play together. It’s totally unfair! There are other things we could be doing, but we just sit and play the same stupid games. At school, my friend Jackson has every video game ever made. His parents let him play them in his room at night before he goes to bed. “You’re totally lucky,” I tell him. “My parents only let me play digi stuff for a little while, and then my dad puts it all away so we can play games together.” “Your dad plays games with you?” Jackson asks. “Not video games. My family plays board games.” I do not say it nicely. “Wow, man! That’s awesome. I pretty much never see my dad. I would love to play something with him. That would rock.” I never thought about it that way before. I thought my dad was totally boring, but maybe he just wants our family to spend time together. “Want to come over and play Sharks Versus Snails?” Jackson asks. “I actually kind of feel like playing a board game right now,” I say. “Yeah, me too. Can I come with you?” “Totally!” page 1

1. Why is the narrator jealous of Jackson? 2. Why do the boys decide not to play video games at the end?

Tip: You don’t need quotation marks when paraphrasing. You

can restate the general idea of the answer by using your own words. Then, complete your answer with an in-text citation.

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Objective

TEXTUAL EVIDENCE IN READING

In-Text Citations with Right-in-the-Text Answers

LESSON 4

Guided Practice

Students will use in-text citations to answer questions with answers directly stated in the text.

1. Remind students that exact excerpts from a text can be

used as evidence to support an answer and that they require quotation marks and citations.

2. Distribute Excerpt from “The Time Machine” (page 28). Have

students read the question, so they know what information to look for. Then, read the passage aloud. As you read, model think-aloud strategies for students. Have students annotate and highlight text that will support their answers.

Materials • copies of Excerpt from “The Time Machine” (page 28; page28.pdf)

3. Have students orally suggest parts of the text that directly

relate to the question being asked. Explain that sometimes answers to questions will be in the text, and sometimes they will have to be inferred. In this case, the answer comes directly from the text.

• copies of “The Key” (page 29; page29.pdf) • pens or pencils

4. Guide students on how to develop their answers to the

• highlighters

question. (For this question, the answer can be found at the end of the third paragraph.) Explain to students that as a general pattern, questions are best answered in three sentences: the first sentence answers the question, the second sentence provides support through a text citation using a text evidence starter, and the third sentence explains or connects by summarizing the answer. Use the text evidence starters on pages 127–128 to aid students in choosing an appropriate starter to introduce their text evidence.

Essential Question How do I use text to help answer a question?

5. Remind students that a citation is needed directly following

a quotation. In this case, the abbreviation par. is used to reference a specific paragraph.

Independent Practice • Have students complete “The Key” (page 29) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Students can write the author’s last name and page number in the margin next to the quotation to easily identify the in-text citation when needed.

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LESSON 4

Name

_______________________________

Date

_____________

GUIDED PRACTICE

Excerpt from “The Time Machine” Directions: Read the question at the bottom of the page. Then, read the passage. Annotate and highlight while reading to help you answer the question. Include a cited quotation to support your answer.

Excerpt from “The Time Machine” by H. G. Wells

The Medical Man got up out of his chair and peered into the thing. “It’s beautifully made,” he said. “It took two years to make,” retorted the Time Traveller. Then, when we had all imitated the action of the Medical Man, he spoke. “Now I want you clearly to understand that this lever, being pressed over, sends the machine gliding into the future, and this other reverses the motion. This saddle represents the seat of a time traveller. Presently, I am going to pull the lever. And off the machine will go. It will vanish, pass into future time, and disappear. Have a good look at the thing. Look at the table, too. Satisfy yourselves there is no trickery. I don’t want to waste this model only to be told I’m a quack.” There was perhaps a minute’s pause. The Psychologist seemed about to speak but changed his mind. Then the Time Traveller put forth his finger toward the lever. “No,” he said suddenly. “Lend me your hand.” And turning to the Psychologist, he took his hand and told him to put out his forefinger. It was the Psychologist himself who sent forth the model Time Machine on its voyage. We all saw the lever turn. I am absolutely certain there was no trickery. There was a breath of wind. The lamp flame jumped. One of the candles on the mantel was blown out. Suddenly, the little machine swung round, became indistinct, and was seen as a ghost for perhaps a second, as an eddy of faintly glittering brass and ivory. Then it was gone. Vanished! Save for the lamp, the table was bare. 1. While at first we believe the Time Traveller will be the one to pull the lever, whom does

the author have send forth the Time Machine?

______________________________________________________________________________________ ______________________________________________________________________________________

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Name

_______________________________

Date

_____________

LESSON 4

INDEPENDENT PRACTICE

“The Key” Directions: Read the question at the bottom of the page. Then, read the passage. Annotate and highlight while reading to help you answer the question. Include a cited quotation to support your answer.

The Key—Adapted from The Secret Garden by Frances Hodgson Burnett

Mary looked at the key a long time. She wondered if it was the key to the closed garden. If she could find out where the door was, perhaps she could open it and see what was inside the walls. It was because it had been shut up so long that she wanted to see it. It seemed as if it must be different from other places and that something strange must have happened there over the years. She put the key in her pocket and began to walk. No one but herself ever seemed to come there. She could walk slowly and look at the wall, or rather at the ivy growing on it. The ivy was the baffling thing. However carefully she looked, she only saw thickly growing, glossy, dark-green leaves. She was very much disappointed. Something of her contrariness came back to her as she paced the walk and looked over it at the treetops inside. It seemed so silly, she said to herself, to be near it and not be able to get in. She took the key in her pocket when she went back to the house. And she made up her mind that she would always carry it with her when she went out. If she ever found the hidden door, she would be ready. 1. Why can’t Mary use the key to get into the closed garden?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Tip: Be sure your answer has three parts: an answer to the

question, a quotation and in-text citation, and a summary with a connection or explanation. © Shell Education

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LESSON 5

TEXTUAL EVIDENCE IN READING

In-Text Citations with Inferential Answers Objective Students will answer questions by citing text to prove their inferences about a text.

Guided Practice 1. Tell students, “When you are answering questions about

a text, you should read the text, looking for evidence to support your answer, and then quote and cite the text.” Explain to students that sometimes there are clues provided in the text, but the text might not state an answer exactly. When that happens, they will have to make inferences.

Materials • copies of “How Are Fossil Fuels Made?” (page 31; page31.pdf)

2. Distribute “How Are Fossil Fuels Made?” (page 31). Have

students read the question first so they know what information to look for as they annotate. Read the passage aloud. Model think-aloud strategies for students as you read. Have students annotate and highlight the text that will best support their answers.

• copies of “It’s the Law! But Why?” (page 32; page32.pdf) • highlighters

3. Have students answer the question. Explain to students

how to select pieces of the text that will help them develop their answers. Point out that one part of the text discusses bodies of plants and animals on the ocean floor. Though it does not give the answer directly, it can be inferred that something that happened so long ago cannot be recreated.

Essential Question How do I use a quotation to help support my inference?

4. Explain that the next step for each student is to write an

explanation in one’s own words using quotations and a text evidence starter to support the answer. Use the text evidence starters on pages 127–128 to aid students in choosing a starter to introduce their text evidence. Remind students that direct text must be in quotation marks and cited properly. Use Quotation Mark Rules (page 134) to discuss the grammatical rules when writing with quotation marks. Remind students that a citation is needed directly following a quotation. In this case, the abbreviation par. is used to reference a specific paragraph.

Additional Support Guide students to focus on using only one quotation and one simple explanation in each answer.

5. Have students find additional quotations to strengthen their

answers. Check students’ work to be sure the quotations they’ve chosen support their inferences and are properly cited and punctuated.

Independent Practice • Have students independently complete “It’s the Law! But Why?” (page 32) in class, as homework, or as an assessment to ensure they can complete the skill.

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Name

_______________________________

Date

_____________

LESSON 5

GUIDED PRACTICE

“How Are Fossil Fuels Made?” Directions: Read the question at the bottom of the page. Then, read the passage. Annotate and highlight while reading to help you answer the question. On a separate sheet of paper, include two cited quotations to support your answer.

How Are Fossil Fuels Made? by Andrew Roberts Petroleum and natural gas are made from plants and animals that died hundreds of millions of years ago. Back then, very small plants and animals floated in the oceans. They were much like the ones we know now. The plants were called phytoplankton. They were able to use photosynthesis just like other plants. The animals were called zooplankton. They ate other tiny animals. They also ate living and dead plants. Though tiny, there were billions of them in the oceans. Because they were living, their bodies held lots of the sun’s energy. They also held energy from food they ate. As they died, their bodies settled on the ocean floor. They piled up for millions of years. The piles got thicker over time. They got mixed and buried by sediments. The layers of sediments and dead things made pressure. They also made things very hot. Pressure and heat transformed the buried plants and animals. They were no longer solids, but materials that could flow. In time, they became petroleum and natural gas. Movements in the earth pushed them closer to the surface. Coal was made in a similar way but on land. Millions of years ago, there were swamps over large parts of Earth’s surface. Lots of plants and animals lived there. As these organisms died, their bodies piled up on the ground. Years and years went by. More materials piled up thicker and thicker. Everything got buried deep underground. This created a hot, high-pressure environment. And that changed the materials into coal and natural gas. 1. Is it possible to recreate fossil fuels to use today, so we never run out of them?

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LESSON 5

Name

_______________________________

Date

_____________

INDEPENDENT PRACTICE

“It’s the Law! But Why?” Directions: Read the question at the bottom of the page. Then, read the passage. Annotate and highlight while reading to help you answer the question. Include at least two cited quotations to support your answer.

It’s the Law! But Why? by Devin Garrison

Laws keep people safe. They help us live together peacefully. But sometimes, there are laws that don’t make any sense at all. In Alabama, you can’t wear a fake mustache in church. It’s against the law to sing off key in North Carolina. And don’t take a lion to the movies. It’s against the law in Maryland. In Kansas, you could be in trouble for singing at night. In Ohio, it’s illegal to dye chickens. You could be arrested if you ride a camel in Nevada. And you can’t eat ice cream on Sunday in Oregon. You are breaking the law if you do. Who knew? It’s almost always a good idea to obey the law. But even police officers ignore the kookiest laws. If there’s a thief on the loose, a fake moustache isn’t such a big deal! Some of these laws are very old. So it’s hard to know why they were ever written. But we can’t ignore every law. Laws are only powerful if we obey them. What will you do the next time you find a strange law? 1. Should outdated laws be removed?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Tip: Remember to add a final thought in your own words. Do not end your answer with a quotation.

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PRACTICE 1

READING APPLICATION

Asking Questions Procedure

Materials

1. Distribute Asking Questions—“Man’s Best Friend” (pages 35–36).

• Asking Questions—Annotation Example (page 34; page34. pdf) (optional)

Have students read the passage independently.

2. Have students reread the passage, this time completing

a close reading and annotation of the text using colored pencils. Students should focus specifically on the closereading skill of asking questions.

• copies of Asking Questions— “Man’s Best Friend” (pages 35–36; page35.pdf)

• Asking Questions—Annotation Example (page 34) can be used for your reference, to model annotating for students, or as an individual scaffold for students as necessary.

• colored pencils

Close-Reading Skill—Asking Questions Have students read the questions prior to rereading the story. Using colored pencils, have students annotate the text as they read by writing questions they have. 3. Assign the text-dependent questions on page 36. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

1 2 3 = text evidence to be used

ation Example

by Jason Bernard

Dogs have lived closely with humans for thousands of years. Dogs have relied on human s to survive. And human s have relied help on dogs to survive. Stories from around the world tell of How do dogs ive? relation this special peop le surv ship. The dogs in these stories may be friends. Or they may be guardians. Often, they are heroes. But whatever form they take, they are honored as gifted animals. Dogs appeared in many ancient Greek myths. In one story, a loyal dog recognized his master when he returned home in disguise after 20 years. 2In a Norse Thes e are myth, two dogs chased the sun and moon diffe rent across the sky. This myth from explains why the world has stor ies writ both day ten and night. In American today. Indian myths, a coyote, one of the dog’s wild relatives, is often featured . In these stories, the coyote teaches people to dance, speak, and cook. These life-changing 3creatur es are also connected with another powerful force: death. Mythical dogs are often said to guard the dead. Ancien Can this be proven? t Greeks believed in a three-headed dog named Cerberus. He guarded Can guarding the land of the dead. The ancient y by dogs reall Egyptians also had a dog that guarded the dead. be true? It was half man and half dog. A dog guarded the Norse underworld as well. Its name, Garm, sounds like a bark. From Egypt to Norway, these creatures have shaped our world in special ways. People and dogs seem to go together. And there will likely be many more stories to come about this relationship. After all, dogs are man’s best friends. page 1 I wonder if there are other animals that are valued this much.

34

” an’s Best Friend g Questions—“M

Askin

ate the text

Close-Reading

Tip

ls. using colored penci

ons about the text. themselves questi Good readers ask mind as you read. ons that come to Annotate the questi

d Man’s Best Frien by Jason Bernard

Name

________ ________ ________ _______

Asking Q ue

Direction s:

Read “M

an’s Best Frie

Remember !

Date

stions—“M an’s Best Fr nd” on pag

e 35, and

________ _____

iend” (cont.)

respond to

the questio

ns.

• Accura tely answer the questio • Provide ns by stat evid ing your clai paraphrasi ence using a text evid m. ng) from ence star the readin • Includ g passage ter (direct quotati e at least on or to suppor one in-text cita page num t your ans tion (author ber). wer. and paragr • Write aph or a final tho ught to con nect or furt 1. “Man’ her explain s Best Frie your answer nd” is an kno .

of years. ns for thousands w this? informatio closely with huma nal text. have relied Dogs have lived What det e. And humans ails in the on humans to surviv _________ this special text help Dogs have relied _________ d the world tell of the reader _________ e. Stories from aroun _________ s. Or they may on dogs to surviv friend be _________ may _________ dogs in these stories _________ form they take, _________ ver relationship. The ___ whate ___ But _________ _________ , they are heroes. _________ _________ be guardians. Often ____ ___ _________ _________ as gifted animals. a _________ _________ they are honored _________ myths. In one story, _________ _________ many ancient Greek _________ _________ in disguise Dogs appeared in ____ _________ he returned home 2. Based _________ ized his master when moon on and recogn sun dog this ___ loyal _________ dogs chased the dogs today? text, how do the _________ a Norse myth, two stories of day _________ after 20 years. In dogs from the world has both _ the past diff myth explains why the dog’s _________ across the sky. This er from stor , a coyote, one of _________ ies about ican Indian myths _________ coyote teaches and night. In Amer _________ these stories, the In ___ ed. ___ featur ___ often _________ _________ wild relatives, is _________ _________ cook. and ___ , speak _________ _________ people to dance, _________ _________ connected with _ _________ g creatures are also _________ said to These life-changin _________ _________ ical dogs are often _________ _________ force: death. Myth _________ _________ headed dog another powerful _________ ____ believed in a three_________ Ancient Greeks _________ The ancient 3. Which of the guard the dead. dead. the ___ of land ___ events in _________ He guarded the the passag _________ half man named Cerberus. e could not _______ ed the dead. It was _________ have hap a dog that guard _________ as well. Its pened? Exp Egyptians also had _________ Norse underworld _________ lain your dog guarded the _________ answer. and half dog. A _________ _________ _________ s like a bark. _________ sound world , our d Garm , ___ shape name _________ _________ have _________ _________ ay, these creatures _ _________ From Egypt to Norw er. And there _________ _________ seem to go togeth _________ _________ People and dogs nship. _________ in special ways. _________ about this relatio _________ _________ more stories to come ____ _________ will likely be many _________ s. friend best ___ man’s ___ _________ 36 After all, dogs are _________ 51700— Prove It! Usin page 1 _______ g Textual e Using Textual Evidenc 51700—Prove It!

51700—Prove It! Using Textual Evidence © Shell Education

© Shell Education

PRACTIC E1 PRACTICE 1

_____________

annot closely reread and the text. Then, Directions: Read as you annotate. of asking questions Focus on the skill

in answers

Man’s Best Friend 1

Date

APPLICA TION

Asking Questions—Annot

_______________ ________________

READING

Name

ICATION READING APPL

READING APPLICATION

PRACTICE 1

© Shell Education

35Evidence

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51700—Prove It! Using Textual Evidence

33

PRACTICE 1

READING APPLICATION

Asking Questions—Annotation Example 1 2 3 = text evidence to be used in answers

Man’s Best Friend by Jason Bernard

1

lp do g s h e H o w do v ive? ur p e o p le s

rding C a n g u a a ll y re by do g s ? e u r be t

Dogs have lived closely with humans for thousands of years. Dogs have relied on humans to survive. And humans have relied on dogs to survive. Stories from around the world tell of this special relationship. The dogs in these stories may be friends. Or they may be guardians. Often, they are heroes. But whatever form they take, they are honored as gifted animals. Dogs appeared in many ancient Greek myths. In one story, a loyal dog recognized his master when he returned home in disguise after 20 years. 2 In a Norse myth, two dogs chased the sun and moon across the sky. This myth explains why the world has both day and night. In American Indian myths, a coyote, one of the dog’s wild relatives, is often featured. In these stories, the coyote teaches people to dance, speak, and cook. 3 These life-changing creatures are also connected with another powerful force: death. Mythical dogs are often said to Can this be proven? guard the dead. Ancient Greeks believed in a three-headed dog named Cerberus. He guarded the land of the dead. The ancient Egyptians also had a dog that guarded the dead. It was half man and half dog. A dog guarded the Norse underworld as well. Its name, Garm, sounds like a bark. From Egypt to Norway, these creatures have shaped our world in special ways. People and dogs seem to go together. And there will likely be many more stories to come about this relationship. After all, dogs are man’s best friends.

Th es e are dif fe re nt from st or ies w rit te n to day.

page 1 I wonder if there are other animals that are valued this much.

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51700—Prove It! Using Textual Evidence

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Name

_______________________________

Date

_____________

PRACTICE 1

READING APPLICATION

Asking Questions—“Man’s Best Friend” Directions: Read the text. Then, closely reread and annotate the text using colored pencils. Focus on the skill of asking questions as you annotate. Close-Reading Tip Good readers ask themselves questions about the text. Annotate the questions that come to mind as you read.

Man’s Best Friend by Jason Bernard

Dogs have lived closely with humans for thousands of years. Dogs have relied on humans to survive. And humans have relied on dogs to survive. Stories from around the world tell of this special relationship. The dogs in these stories may be friends. Or they may be guardians. Often, they are heroes. But whatever form they take, they are honored as gifted animals. Dogs appeared in many ancient Greek myths. In one story, a loyal dog recognized his master when he returned home in disguise after 20 years. In a Norse myth, two dogs chased the sun and moon across the sky. This myth explains why the world has both day and night. In American Indian myths, a coyote, one of the dog’s wild relatives, is often featured. In these stories, the coyote teaches people to dance, speak, and cook. These life-changing creatures are also connected with another powerful force: death. Mythical dogs are often said to guard the dead. Ancient Greeks believed in a three-headed dog named Cerberus. He guarded the land of the dead. The ancient Egyptians also had a dog that guarded the dead. It was half man and half dog. A dog guarded the Norse underworld as well. Its name, Garm, sounds like a bark. From Egypt to Norway, these creatures have shaped our world in special ways. People and dogs seem to go together. And there will likely be many more stories to come about this relationship. After all, dogs are man’s best friends. page 1 © Shell Education

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35

PRACTICE 1

Name

_______________________________

Date

_____________

READING APPLICATION

Asking Questions—“Man’s Best Friend” (cont.) Directions: Read “Man’s Best Friend” on page 35, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author and paragraph or page number). • Write a final thought to connect or further explain your answer. 1. “Man’s Best Friend” is an informational text. What details in the text help the reader

know this?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Based on this text, how do the stories of dogs from the past differ from stories about

dogs today?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Which of the events in the passage could not have happened? Explain your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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PRACTICE 2

Materials

Procedure

• Identifying Key Details— Annotation Example (page 38; page38.pdf) (optional)

1. Distribute Identifying Key Details—“A Cry for Help”

• copies of Identifying Key Details—“A Cry for Help” (pages 39–40; page39.pdf)

2. Have students reread the passage, this time completing

• colored pencils

READING APPLICATION

Identifying Key Details

(pages 39–40). Have students read the passage independently.

a close reading and annotation of the text using colored pencils. Students should focus specifically on the closereading skill of identifying key details.

• Identifying Key Details—Annotation Example (page 38) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

Close-Reading Skill—Identifying Key Details Have students use colored pencils to underline key details. Students should determine which key details are essential to understanding the text. Tell students if a detail can be left out of the passage without changing its meaning, it is not that important. 3. Assign the text-dependent questions on page 40. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

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PRACTICE 2

Name

_______________________________

Date

_____________

READING APPLICATION

Identifying Key Details—Annotation Example 1 2 3 = text evidence to be used in answers

A Cry for Help

by Alice Cantell

Is someone in trouble? 1

Pena had been to this cove hundreds of times. But this time was Pe na no tices somet hi ng odd. 2 different. The air was still, and when she ducked her head under the s t h ave Pe n a mu us t o water, she saw a strange light she had never seen before. It was hard r io b e e n c u re t h e All t h e e h mus t k n o w w f rom . to tell what color it was. First it was pink, then blue, then green. She ys te r y m e m rt at n t ligh t c a b e im p o thought she heard someone singing, but that was impossible. People can’t to t h e s tor y. sing underwater, she thought. Pena swam toward the light, making her way to the ledge. Far away, she saw something move. It looked like a long tail. She had seen some luscious sea anemones in these waters, but never anything larger. She felt as if whatever it was had been trying to lead her forward. Pena thrust her arms back into the clear waters and dove in after it. She swam deeper Pe na wan ts to find ou t w hat's go ing and farther than ever before. on so sh e wan ts to s li k e I t se em Pena rounded the rocky bend and froze. In front of her lay the ke ep in ve st igating. o r is h t u a e th l o re ve a entrance to an underground city. Garlands of mussel shells glittered abou t t nt im p o rt a . around her. And she could make out an intricate system of underwater de t a il s This must be who Pena saw. caves in the distance. A girl dressed in a seaweed gown swam toward her. As she floated closer, Pena could see a dark green tail peeking out from under the seaweed. The girl stopped in front of Pena and held a strange must be important red shell out to her. “Will you help us?” she asked. Pena looked around to see a circle of mermaids gazing desperately at 3 her. Pena didn’t know it yet, but she was their only chance for survival. page 1

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Pena has an adventure ahead.

© Shell Education

Name

_______________________________

Date

_____________

PRACTICE 2

READING APPLICATION

Identifying Key Details—“A Cry for Help” Directions: Read the text. Then, closely reread and annotate the text. Use your colored pencils to underline key details. Close-Reading Tip Determine which key details are essential to the text. If you are unsure about a detail, try taking it out. Does the meaning of the text change? If it does, then it is probably a key detail.

A Cry for Help

by Alice Cantell Pena had been to this cove hundreds of times. But this time was different. The air was still, and when she ducked her head under the water, she saw a strange light she had never seen before. It was hard to tell what color it was. First it was pink, then blue, then green. She thought she heard someone singing, but that was impossible. People can’t sing underwater, she thought. Pena swam toward the light, making her way to the ledge. Far away, she saw something move. It looked like a long tail. She had seen some luscious sea anemones in these waters, but never anything larger. She felt as if whatever it was had been trying to lead her forward. Pena thrust her arms back into the clear waters and dove in after it. She swam deeper and farther than ever before. Pena rounded the rocky bend and froze. In front of her lay the entrance to an underground city. Garlands of mussel shells glittered around her. And she could make out an intricate system of underwater caves in the distance. A girl dressed in a seaweed gown swam toward her. As she floated closer, Pena could see a dark green tail peeking out from under the seaweed. The girl stopped in front of Pena and held a strange red shell out to her. “Will you help us?” she asked. Pena looked around to see a circle of mermaids gazing desperately at her. Pena didn’t know it yet, but she was their only chance for survival. page 1

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PRACTICE 2

Name

_______________________________

Date

_____________

READING APPLICATION

Identifying Key Details—“A Cry for Help” (cont.) Directions: Read “A Cry for Help” on page 39, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author and paragraph or page number). • Write a final thought to connect or further explain your answer. 1. Use the text to describe what Pena notices is different when she approaches the cove.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Based on the text, what do you know about Pena?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. What details in the story support the idea that Pena is getting ready to start an adventure?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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PRACTICE 3

Materials

Procedure

• Making Inferences—Annotation Example (page 42; page42. pdf) (optional)

1. Distribute Making Inferences—“From 613 King Street to Room 4F”

• copies of Making Inferences— “From 613 King Street to Room 4F” (pages 43–44; page43.pdf)

annotation of the text using colored pencils. Students should focus specifically on the close-reading skill of making inferences.

• colored pencils

READING APPLICATION

Making Inferences

(pages 43–44). Have students read the passage independently.

2. Have students reread and complete a close reading and

• Making Inferences—Annotation Example (page 42) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

Close-Reading Skill—Making Inferences Explain to students that to infer is to “read between the lines.” Inferences can be made by asking questions while reading. Sometimes the answer is found directly in the text. When it is not, readers need to infer to determine the answer. Asking questions allows the reader to analyze and think critically about the text. 3. Assign the text-dependent questions on page 44. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

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PRACTICE 3

READING APPLICATION

Making Inferences—Annotation Example 1 2 3 = text evidence to be used in answers

From 613 King Street to Room 4F by Paul Cobb

“I’m going to sound really shallow when I say this, but I’ll just say 1 it anyway. Maybe it will help you,” I whisper. “Because I get it—this is hard.” I wrapped my arm around my friend Taylor and continued. tor e n a r ra 3 “My family used to be wealthy, but not anymore, and I can’t Th d s a ng r y. soun stand it. At the beginning of the year, my dad lost his job. He got paid unemployment for a while, but there’s no more money left now. “I know he’s working hard, but all he can find are part-time jobs, so we don’t have money to do anything besides survive. We used to have a house. I used to have my own room and a Because they were wealthy, it must computer. Now, I live in a dirty motel. have been a nice home. “My mom took a job at my school to help pay the bills. There was a time when I didn’t even know we had bills. I just played and Kids sh ou ldn't have Lived a sheltered life. to wor ry ab ou t went to school. th ings lik e th is. “My parents say this will pass. We just have to sacrifice for a little while. I know I don’t really have anything to complain about. We may not live in a nice house anymore, but we have a place to live, and we have one another. We have dinner together every day. I know kids at school who have all kinds of money, but they never have dinner with their parents. 2 “It’s hard not having stuff other kids do, but I love my parents. I Fe els sad/ca re s love them with or without stuff, and I love them wherever we live. No ab ou t pa re nt s The narrator shows a amount of money can change that.” character change from page 1

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51700—Prove It! Using Textual Evidence

the way she used to be.

© Shell Education

Name

_______________________________

Date

_____________

READING APPLICATION

Making Inferences— “From 613 King Street to Room 4F”

PRACTICE 3

Directions: Read the text. Then, closely reread and annotate the text using colored pencils. Focus on the skill of making inferences. Close-Reading Tip Good readers ask questions about the text. Sometimes these questions are answered, and sometimes they are not. Asking questions allows you to analyze and critically think about the text as you read.

From 613 King Street to Room 4F by Paul Cobb

“I’m going to sound really shallow when I say this, but I’ll just say it anyway. Maybe it will help you,” I whisper. “Because I get it—this is hard.” I wrapped my arm around my friend Taylor and continued. “My family used to be wealthy, but not anymore, and I can’t stand it. At the beginning of the year, my dad lost his job. He got paid unemployment for a while, but there’s no more money left now. “I know he’s working hard, but all he can find are part-time jobs, so we don’t have money to do anything besides survive. We used to have a house. I used to have my own room and a computer. Now, I live in a dirty motel. “My mom took a job at my school to help pay the bills. There was a time when I didn’t even know we had bills. I just played and went to school. “My parents say this will pass. We just have to sacrifice for a little while. I know I don’t really have anything to complain about. We may not live in a nice house anymore, but we have a place to live, and we have one another. We have dinner together every day. I know kids at school who have all kinds of money, but they never have dinner with their parents. “It’s hard not having stuff other kids do, but I love my parents. I love them with or without stuff, and I love them wherever we live. No amount of money can change that.” page 1 © Shell Education

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READING APPLICATION

PRACTICE 3

Name

_______________________________

Date

_____________

Making Inferences— “From 613 King Street to Room 4F” (cont.)

Directions: Read “From 613 King Street to Room 4F” on page 43, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answer. 1. By reading this passage, what can you infer about the narrator’s friend, Taylor? Use

evidence from the text to support your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. What do you already know about the narrator? Support your answer with evidence from

the text.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. What words from the text explain how the narrator feels/thinks?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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Name

_______________________________

Date

_____________

PRACTICE 4

Materials • Finding the Moral of the Story—Annotation Example (page 46; page46.pdf) (optional) • copies of Finding the Moral of the Story—“The Ant and the Chrysalis” (pages 47–48; page47.pdf) • colored pencils

READING APPLICATION

Finding the Moral of the Story Procedure 1. Distribute Finding the Moral of the Story—“The Ant and the

Chrysalis” (pages 47–48). Have students read the passage independently.

2. Have students reread and complete a close reading and

annotation of the text, using colored pencils. Students should focus specifically on the close-reading skill of finding the moral of a story. Have students circle or underline the evidence in the text that helps them figure out the moral of the story.

• Finding the Moral of the Story—Annotation Example (page 46) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

Close-Reading Skill—Finding the Moral of the Story Explain to students that the moral of the story is the lesson that is learned. It often focuses on positive messages. Have students use colored pencils to underline words that help them identify the moral of the story. 3. Assign the text-dependent questions on page 48. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

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PRACTICE 4

READING APPLICATION

Finding the Moral of the Story— Annotation Example 1 2 3 = text evidence to be used in answers

The Ant and the Chrysalis— A Retelling of Aesop’s Fable by Dillon Autry

t g g ing a n Th e b ra n o w tk do e s n o c o c o o n he t t a wh y is h e w is— h ? s o me a n

One summer day, an ant was running along the ground quickly. He was searching everywhere for some food. Then, he saw a chrysalis, which What is th is? is a cocoon. The ant could tell from the large shape that the cocoon was Are th ese exac tly near the end of its time. The ant saw the cocoon move. It was the first same thinthg?e time the ant realized the cocoon was even alive. 1 “Poor, miserable bug,” said the ant rudely. “How sad your life is. I can run hither and yonder, here and there. You can go nowhere at all. You are imprisoned where you are, but I can go wherever I want.” The cocoon heard every mean thing the ant said, but he did not reply. A few days later, the ant walked by the cocoon again. He saw that only a shell was left. Suddenly, the ant felt a shadow pass over him. He wonder if the ant feels bad about looked up and saw a large, beautiful butterfly. Ithe mean words he used. “Look at me now, Ant,” said the butterfly. “Am I sad and miserable 2 now? You can crawl on the ground or even up a tree, but without wings, you cannot fly from place to place.” The ant knew that the butterfly was The less on lear ned right. He should not have boasted that he was better than the butterfly. here is that appa ranc es can The butterfly had once been wrapped up in the cocoon, but now he had be dece ptive. 3 more freedom than the ant ever would. page 1

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Name

_______________________________

Date

_____________

READING APPLICATION

Finding the Moral of the Story— “The Ant and the Chrysalis”

PRACTICE 4

Directions: Read the text. Then, closely reread and annotate the text using colored pencils. Focus on the skill of finding the moral of the story. Underline or circle the sentences that help you find the moral of the story. Close-Reading Tip The moral of the story is the lesson that is learned. It usually focuses on positive messages. Circling key words will help you find the moral of the story.

The Ant and the Chrysalis— A Retelling of Aesop’s Fable by Dillon Autry

One summer day, an ant was running along the ground quickly. He was searching everywhere for some food. Then, he saw a chrysalis, which is a cocoon. The ant could tell from the large shape that the cocoon was near the end of its time. The ant saw the cocoon move. It was the first time the ant realized the cocoon was even alive. “Poor, miserable bug,” said the ant rudely. “How sad your life is. I can run hither and yonder, here and there. You can go nowhere at all. You are imprisoned where you are, but I can go wherever I want.” The cocoon heard every mean thing the ant said, but he did not reply. A few days later, the ant walked by the cocoon again. He saw that only a shell was left. Suddenly, the ant felt a shadow pass over him. He looked up and saw a large, beautiful butterfly. “Look at me now, Ant,” said the butterfly. “Am I sad and miserable now? You can crawl on the ground or even up a tree, but without wings, you cannot fly from place to place.” The ant knew that the butterfly was right. He should not have boasted that he was better than the butterfly. The butterfly had once been wrapped up in the cocoon, but now he had more freedom than the ant ever would. page 1

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READING APPLICATION

PRACTICE 4

Name

_______________________________

Date

_____________

Finding the Moral of the Story— “The Ant and the Chrysalis” (cont.)

Directions: Read “The Ant and the Chrysalis—A Retelling of Aesop’s Fable” on page 47, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence (direct quotation or paraphrasing) from the reading passage to support your answers. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answers. 1. What is the moral of the story? How do you know? Support your answer using evidence

from the text.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. How does the chrysalis get the final say with the ant?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. What evidence from the text helps you understand what the author means when he says,

“he had more freedom than the ant ever would”?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

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PRACTICE 5

Procedure

Materials

1. Distribute Determining Figurative Language—“My Shadow”

• Determining Figurative Language—Annotation Example (page 50; page50.pdf) (optional)

(pages 51–52), and have students read the passage independently.

2. Have students reread and complete a close reading and

annotation of the poem using colored pencils. Students should focus specifically on the close-reading skill of identifying figurative language. Have students use one colored pencil to underline examples of similes and another colored pencil to underline examples of metaphors.

• copies of Determining Figurative Language—“My Shadow” (pages 51–52; page51.pdf)

• Determining Figurative Language—Annotation Example (page 50) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

• colored pencils

Close-Reading Skill—Determining Figurative Language Metaphors and similes are two of the most commonly used types of figurative language. Tell students to look for connecting words that help identify figurative language. For similes, students should look for the words as and like. For metaphors, students should look for comparisons using the word is. 3. Assign the text-dependent questions on page 52. Explain to

students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include intext citations, and conclude with final thoughts that connect or further explain the answers.

PRACTIC E5

Determin

READING

APPLICAT

ION

ing Figura Annotatio tive Language— n Exampl e

1 2 3 = text evide

nce to be

My Shado w

by Robert

used in answ

ers

Are the shad the boy the ow and

same? Louis Ste I have a littl venson e shadow that goes And what in and out can be the with me, use of him He shows how He is very, is more tha very like they are similar n I me can from the see. And I see heels up to him jump the head; before me The funnie , when I jum st thing abo p into my ut him is Not at all bed. the way he like proper Person Simile— comparing likes to gro children, ificat ion For he som w— he hum wh — Shadow to ich is always etimes sho ani zes sha the very1slow nothingness ots up tall And he som ; ima dow wit h his er like an etimes get gin ati on. India-rubb 3 s so little er He hasn’t bal l, that there’s got a notion none of him of how chi And can at all. ldren oug Met apho only make ht to play, l of He staysr- he is comp ared atofoo Does the so close bes a coward.me in every sort ow of way. mak e funshad ide me, he’ I’d think of him? s a coward shame to , you can stick to nur see; One morni sie as tha ng, very ear t shadow sticks to me Simi ly, before I rose and le— the ! he does n't sun found the was up, hang 2 on his nann shining dew y But my lazy shadow hang like the little shadow simi le on every butterc s on him up; The sha , like an err Had stayed dow is ant sleepyat home beh com par head, to someone sta ed ind me and beh ind ying was fast asle in bedHe soun ds relie ved to not the ep in bed. be free of re. his shadow.

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rove It! Usin g Textu

al Evidence © Shell Educ ation

© Shell Education

51700—Prove It! Using Textual Evidence

49

READING APPLICATION

Determining Figurative Language

READING APPLICATION

PRACTICE 5

Determining Figurative Language— Annotation Example

1 2 3 = text evidence to be used in answers

My Shadow

Are the shadow and the boy the same?

by Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; s how H e sh o w im il a r s e t he y ar And I see him jump before me, when I jump into my bed. Pe rs on ific at ion— The funniest thing about him is the way he likes to grow— he hum anizes th e sh adow w ith 1 Not at all like proper children, which is always very slow; im agin at ion . his ing c om p a r For he sometimes shoots up taller like an India-rubber ball, S im ile— a n to w o d a Sh ll And he sometimes gets so little that there’s none of him at all. bb e r b a In dia-r u 3 He hasn’t got a notion of how children ought to play, Does the shadow And can only make a fool of me in every sort of way. make fun of him? Metaphor- he is compared to a coward. He stays so close beside me, he’s a coward, you can see; he doesn't hang I’d think shame to stick to nursie as that shadow sticks to me! Simile— on his nanny like the shadow hangs on him One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; Th e sh adow is compare d to someo ne st in simile 2 g But my lazy little shadow, like an errant sleepy-head, be hi nd in be d- ay no t th ere. Had stayed at home behind me and was fast asleep in bed. He sounds relieved to be free of his shadow.

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51700—Prove It! Using Textual Evidence

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Name

_______________________________

Date

_____________

READING APPLICATION

Determining Figurative Language— “My Shadow”

PRACTICE 5

Directions: Read the text. Then, closely reread and annotate the text using colored pencils. Focus on the skill of figurative language. Use one color to underline examples of metaphors. Use another color to underline examples of similes. Close-Reading Tip Look for connecting words that help you identify examples of figurative language. For similes, look for the words as and like. For metaphors, look for the word is.

My Shadow

by Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed. The funniest thing about him is the way he likes to grow— Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an India-rubber ball, And he sometimes gets so little that there’s none of him at all. He hasn’t got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close beside me, he’s a coward, you can see; I’d think shame to stick to nursie as that shadow sticks to me! One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an errant sleepy-head, Had stayed at home behind me and was fast asleep in bed.

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READING APPLICATION

PRACTICE 5

Name

_______________________________

Date

_____________

Determining Figurative Language— “My Shadow” (cont.)

Directions: Read “My Shadow” on page 51, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence (direct quotation or paraphrasing) from the reading passage to support your answers. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answers. 1. Identify a simile or metaphor in the poem. Explain the meaning of it.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. The author uses a simile in this example. What does he mean by it?

“But my lazy little shadow, like an errant sleepy-head, Had stayed at home behind me and was fast asleep in bed.” ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. How does the child feel about his shadow? Use an example of figurative language from

the text to support your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

© Shell Education

PRACTICE 6

READING APPLICATION

Analyzing Character Procedure

Materials

1. Distribute Analyzing Character—“Checkmate” (pages 55–56), and

• copies of Analyzing Character—Annotation Example (page 54; page54.pdf) (optional)

have students read the passage independently.

2. Have students reread and complete a close reading and

annotation of the text using colored pencils. Students should focus specifically on the close-reading skill of analyzing characters. Have students use colored pencils to circle character traits as they read.

• copies of Analyzing Character—“Checkmate” (pages 55–56; page55.pdf)

• Analyzing Character—Annotation Example (page 54) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

• colored pencils

Close-Reading Skill—Analyzing Characters Begin by explaining to students that when analyzing a character, there are many traits to consider other than physical descriptions. Explain to students that traits can also include a character’s feelings, beliefs, living environment, culture, or background. 3. Assign the text-dependent questions on page 56. Explain to

students that their responses should accurately answer the question, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include intext citations, and conclude with final thoughts that connect or further explain the answers.

4. Remind students that a citation is needed directly following

a quotation. In this case, the abbreviation par. is used to reference a specific paragraph.

Analyzing

Characte

r—Annot

1 2 3 = text evide

READING

APPLICA TION

PRACTIC E6

ation Ex ample

nce to be

Checkma

used in answ

ers

te

by Cali Gre ene real-life ches s prodigy Phi Ayeesha ma ona Mutesi I picture a small town without paved kes her way streets, so maybe a place where of town. through the Inside the people don't have a lot of money. dusty stre church, ten ets to the heads are kids line the center bent in con wooden pew centration filled with s. Their . Eac small blackh pair stud ies a worn and-white someone board sculptures. snaps a pie Ayeesha has Every few ce of ivory wo seconds, rd for this into a new never played game, but square. Aye this game. che she can’t esha has ss. Ventu look away. no shows her Everyone the rules. strange wo is playing Soon, Aye rds like paw esha is lear ns, rooks, bish most pow ning ops, and knig erful piece 3 hts. The on the boa “In chess, que rd, en, is the her favorite it doesn’t matter . Ventu tell Ayeesha pushes you put s her, the pieces This mighwhere you come herself to do from. On .” t sym boliz e that Ayee ly where well. She doesn't Soon, Aye sha can do esha2is rus anyt hing wait for someone she sets her hing to finish to the chu mind to. else to push her. rch every her chores day and walkin . She pra board ma ctices unt g ny moves il she ahead. She can pictur been playin e the learns to g for years. beat the boy One day, her, “If you s who hav she e eve can win che n beats Ven ss games, tu. He tell With every you can win s game, she the game dreams of her way thr of life.” bigger win 1 ough Ugand s. She wo a, beating Ayeesha is smart flies to rks faraway lan all the bes and succes sful t ds pla and yer her s. She represents champion because of her countr ships. She hard work . y wins her in the home, it’s matches. hard to kno But when w whether she returns game of she’s won all. She is the most still hungry important and hungry . Ayeesha for opportu is hungry nities. for food— Ayee sha Inspired by

dete rmin

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struggles for basic nece ssities ed to rise such as food above her chal lenges , and still succ but she is eed.

rove It! Usin g Textu

al Evidence © Shell Educ ation

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51700—Prove It! Using Textual Evidence

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PRACTICE 6

READING APPLICATION

Analyzing Character—Annotation Example 1 2 3 = text evidence to be used in answers

Checkmate

by Cali Greene Inspired by real-life chess prodigy Phiona Mutesi

t pave d to w n w it h ou ll a sm a e ur I pict w h ere ay be a pl ace st re et s, so m oney. m ave a lo t of pe op le do n't h

Ayeesha makes her way through the dusty streets to the center of town. Inside the church, ten kids line the wooden pews. Their heads are bent in concentration. Each pair studies a worn board

filled with small black-and-white sculptures. Every few seconds, someone snaps a piece of ivory into a new square. Ayeesha has no a h as Aye e sh e d word for this game, but she can’t look away. Everyone is playing lay ne ve r p e . chess. Ventu shows her the rules. Soon, Ayeesha is learning m t h is g a strange words like pawns, rooks, bishops, and knights. The queen, the most powerful piece on the board, is her favorite. Ventu tells her, 3 “In chess, it doesn’t matter where you come from. Only where This might symbolize that Ayeesha can do anything she sets her mind to. sh e s you put the pieces.” u p a h s Aye e 2 t o do Soon, Ayeesha is rushing to finish her chores and walking h e rs e lf do e s n't e we ll . Sh ome o ne rs wa it f o h h e r. to the church every day. She practices until she can picture the us o t e ls e p board many moves ahead. She learns to beat the boys who have been playing for years. One day, she even beats Ventu. He tells her, “If you can win chess games, you can win the game of life.” 1 With every game, she dreams of bigger wins. She works her way through Uganda, beating all the best players. She rt flies to faraway lands and represents her country in the i s sm a a h s Aye e c e s s f u l uc championships. She wins her matches. But when she returns and s of he r se a be c u or k . w home, it’s hard to know whether she’s won the most important h a rd game of all. She is still hungry. Ayeesha is hungry for food— and hungry for opportunities. Ayeesha struggles for basic necessities such as food, but she is determined to rise above her challenges and still succeed.

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Name

_______________________________

Date

_____________

PRACTICE 6

READING APPLICATION

Analyzing Character—“Checkmate” Directions: Read the text. Then, closely reread and annotate the text using colored pencils. Focus on the skill of analyzing character. Use a colored pencil to circle words that describe Ayeesha’s character. Close-Reading Tip Analyzing a character means considering more than just physical descriptions. There are many traits to think about. Pay close attention to the character’s feelings, beliefs, living environment, culture, and background.

Checkmate

by Cali Greene

Inspired by real-life chess prodigy Phiona Mutesi

Ayeesha makes her way through the dusty streets to the center of town. Inside the church, ten kids line the wooden pews. Their heads are bent in concentration. Each pair studies a worn board filled with small black-and-white sculptures. Every few seconds, someone snaps a piece of ivory into a new square. Ayeesha has no word for this game, but she can’t look away. Everyone is playing chess. Ventu shows her the rules. Soon, Ayeesha is learning strange words like pawns, rooks, bishops, and knights. The queen, the most powerful piece on the board, is her favorite. Ventu tells her, “In chess, it doesn’t matter where you come from. Only where you put the pieces.” Soon, Ayeesha is rushing to finish her chores and walking to the church every day. She practices until she can picture the board many moves ahead. She learns to beat the boys who have been playing for years. One day, she even beats Ventu. He tells her, “If you can win chess games, you can win the game of life.” With every game, she dreams of bigger wins. She works her way through Uganda, beating all the best players. She flies to faraway lands and represents her country in the championships. She wins her matches. But when she returns home, it’s hard to know whether she’s won the most important game of all. She is still hungry. Ayeesha is hungry for food— and hungry for opportunities. © Shell Education

51700—Prove It! Using Textual Evidence

55

PRACTICE 6

Name

_______________________________

Date

_____________

READING APPLICATION

Analyzing Character—“Checkmate” (cont.) Directions: Read “Checkmate” on page 55, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answers. 1. What examples from text show how Ayeesha changes during the story?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Using evidence from the text, describe what Ventu means when he says, “If you can win

chess games, you can win the game of life.”

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Ayeesha finds success playing chess, yet the author states, “She is still hungry. Ayeesha

is hungry for food—and hungry for opportunities.” Use details from the text to explain what the author means.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

© Shell Education

PRACTICE 7

READING APPLICATION

Determining Main Idea Procedure

Materials • Determining Main Idea— Annotation Example (page 58; page58.pdf) (optional)

1. Distribute Determining Main Idea—“Go-Kart Racing”

• copies of Determining Main Idea—“Go-Kart Racing” (pages 59–60; page59.pdf)

2. Have students reread and complete a close reading and

(pages 59–60), and have students read the passage independently. annotation of the text using colored pencils. Students should focus specifically on the close-reading skill of determining the main idea. Have students use colored pencils to underline details about the main idea in each paragraph.

• colored pencils • a pencil

3. Tell students to use the underlined details to identify the

main idea of each paragraph. Have them write the main idea in the margins next to the paragraphs.

• Determining Main Idea—Annotation Example (page 58) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

Close-Reading Skill—Determining Main Idea Explain to students that the main idea is the overall idea of a text. It is sometimes easily found, and other times it is more difficult. Tell students that identifying details will help determine the main idea of a text. 4. Assign the text-dependent questions on page 60. Explain

to students that their responses should accurately answer the question, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further describe the answers.

PRACTIC E7

Determin

APPLICAT

ION

ing Main

Idea—Ann

READING

1 2 3 = text evide

Go-Kart

1

otation Ex ample

nce to be

used in answ

ers

Racing

by Karl Sco Main Idea The thrill tt of a go-kar This senten ce tells t comes from us about what and the whe els make the speed the whole paragraph is about. the kart mo of the ride from elec ve forward . The eng tricity, whi ine . Some eng le others engines. get it from ines get ene Some are gasoline. 3 rgy pus hed But down a hill not all goThis would A driver’s karts have , and driv heart rac take a lot of ers let gra es as the kar train so the vity take practice to t speeds aro This sounds y can ove r. stay to und calm. Th get used both fun and speeds. Diff ey need to Mai n Idea the course. Dri the speed. erent types vers scary! be safe as of go-kar they drive speeds. 2Mo ts are bui at top st go-karts lt to travel that young safely at diff kilometers drivers bui ) per hou ere How old do you nt ld can go r. Superk than 100 have be to about 20 arts are spe miles (161 miles (32 drive toa Go-Kart? cial go-kar kilometers ts designed on large rac ) per hou to go more Do you have to e tracks. I won r. Superk have a driver's der if this arts are mo is safe to If go-kar st often rac license? go this fast ts are goi ed in a Go-K ng to move art? down as wel so quickly l! Luckily , they nee , brakes are brakes, driv d to be abl standard e to slow ers would on every have to use go-kart. go-karts hav their feet Without e brake to stop the als. Driver make the Sounds dangerouped kart—ouc 3 s use their kart stop. s if you dont h! Most have Some goa lot of prac feet to pus by pulling h the ped tice. karts hav on a lever. al and e a hand brake. Th Brakes sho They nee ese brakes uld allow d to work a kart to work well on diff stop quickly wet or dry erent surface and safely. conditions s. They sho . Brake pad friction. uld be test s slow a veh Once the ed in icle by app wheels stop keeps the lyin turn g pressure and ing, the veh driver safe . icle also stop s moving. This page 1

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51700—P

rove It! Using Textu

al Evidence © Shell Educ ation

© Shell Education

51700—Prove It! Using Textual Evidence

57

PRACTICE 7

READING APPLICATION

Determining Main Idea—Annotation Example 1 2 3 = text evidence to be used in answers

Go-Kart Racing by Karl Scott

1

o u ld Th i s w l o t o f a take e to ic prac t d t o e ge t us e d . e p the s

M ain Ide a out wh at Th is sen ten ce tel ls us ab out. ab the wh ole pa rag raph is

The thrill of a go-kart comes from the speed of the ride. The engine and the wheels make the kart move forward. Some engines get energy 3 from electricity, while others get it from gasoline. But not all go-karts have Th is so un ds engines. Some are pushed down a hill, and drivers let gravity take over. bo th fun and A driver’s heart races as the kart speeds around the course. Drivers sc ar y! Main Idea train so they can stay calm. They need to be safe as they drive at top old do yo u speeds. Different types of go-karts are built to travel safely at different Hhow ave to be to 2 o-K art? speeds. Most go-karts that young drivers build can go about 20 miles (32 dr ive ua hGav e to Do yo iv dr kilometers) per hour. Superkarts are special go-karts designed to go more h ave a er 's lic en se? than 100 miles (161 kilometers) per hour. Superkarts are most often raced on large race tracks. I wonder if this is safe to go this fast in a Go-Kart? If go-karts are going to move so quickly, they need to be able to slow down as well! Luckily, brakes are standard on every go-kart. Without 3 brakes, drivers would have to use their feet to stop the kart—ouch! Most go-karts have brake pedals. Drivers use their feet to push the pedal and Sounds dangerous if you dont have a lot of practice. make the kart stop. Some go-karts have a hand brake. These brakes work by pulling on a lever. Brakes should allow a kart to stop quickly and safely. They need to work well on different surfaces. They should be tested in wet or dry conditions. Brake pads slow a vehicle by applying pressure and friction. Once the wheels stop turning, the vehicle also stops moving. This keeps the driver safe. page 1

58

51700—Prove It! Using Textual Evidence

© Shell Education

Name

_______________________________

Date

_____________

PRACTICE 7

READING APPLICATION

Determining Main Idea—“Go-Kart Racing” Directions: Read the text. Use a colored pencil to underline details about the main idea in each paragraph. Then, use your pencil to write the main idea of each paragraph in the margin. Finally, read through your annotations, and determine the main idea of the whole text. Close-Reading Tip The main idea is the overall idea of a text. It is sometimes easily found, and other times it is more difficult. Look for key details in each paragraph that help you figure out the main idea of the whole text.

Go-Kart Racing by Karl Scott

The thrill of a go-kart comes from the speed of the ride. The engine and the wheels make the kart move forward. Some engines get energy from electricity, while others get it from gasoline. But not all go-karts have engines. Some are pushed down a hill, and drivers let gravity take over. A driver’s heart races as the kart speeds around the course. Drivers train so they can stay calm. They need to be safe as they drive at top speeds. Different types of go-karts are built to travel safely at different speeds. Most go-karts that young drivers build can go about 20 miles (32 kilometers) per hour. Superkarts are special go-karts designed to go more than 100 miles (161 kilometers) per hour. Superkarts are most often raced on large race tracks. If go-karts are going to move so quickly, they need to be able to slow down as well! Luckily, brakes are standard on every go-kart. Without brakes, drivers would have to use their feet to stop the kart—ouch! Most go-karts have brake pedals. Drivers use their feet to push the pedal and make the kart stop. Some go-karts have a hand brake. These brakes work by pulling on a lever. Brakes should allow a kart to stop quickly and safely. They need to work well on different surfaces. They should be tested in wet or dry conditions. Brake pads slow a vehicle by applying pressure and friction. Once the wheels stop turning, the vehicle also stops moving. This keeps the driver safe. page 1 © Shell Education

51700—Prove It! Using Textual Evidence

59

PRACTICE 7

Name

_______________________________

Date

_____________

READING APPLICATION

Determining Main Idea “Go-Kart Racing” (cont.) Directions: Read “Go-Kart Racing” on page 59, and respond to the questions. Remember! • Accurately answer the questions by stating your claim. • Provide evidence (direct quotation or paraphrasing) from the reading passage to support your answers. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answers. 1. What is the main idea of the first paragraph? Use examples to support your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. What details help you figure out the main idea of the third paragraph?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. What is the main idea of the whole text? What details in the first two paragraphs help

you figure this out?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

© Shell Education

PRACTICE 8

READING APPLICATION

Identifying Author’s Purpose Procedure

Materials • Identifying Author’s Purpose— Annotation Example (page 62; page62.pdf) (optional)

1. Distribute Identifying Author’s Purpose—“A Beginner’s Guide to

• copies of Identifying Author’s Purpose—“A Beginner’s Guide to Soccer” (pages 63–64; page63.pdf)

2. Have students reread and complete a close reading and

Soccer” (pages 63–64), and have students read the passage independently. annotation of the text. Students can focus specifically on the close-reading skill of identifying author’s purpose. Have students use colored pencils to circle or underline key details that help them identify the author’s purpose.

• colored pencils

• Identifying Author’s Purpose—Annotation Example (page 62) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

Close-Reading Skill—Identifying Author’s Purpose Explain to students that there are three main types of author’s purpose: persuasive, informative, and explanatory. Tell students to look for key words that could be clues to the author’s purpose. Italicized words would most likely be persuasive. Factual and organizational words are used to inform or explain, and descriptive words help with expression. 3. Assign the text-dependent questions on page 64. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

Name

PRACTIC E8

_________ _________ _________ ____

Identifyi

READING

APPLICAT

ION

_________ ng Auth ____ Annotatio or’s Purpose— n Exampl e 1 2 3 = text evide

A Beginner

used in answ

ers

to Socce

by Alex Bim r The most an popular spo rt in the wor the game soccer. Eve ld is soccer. ryone else Americans it, the gam calls it foot call e is played ball. But in almost whatever Soccer ma every cou you call ntry in the tches are played by world. Players are Why do Americans two teams, allowed to have a differnt each with use their to get the 11 player word for it? That's chest, feet ball into the s. , legs, and opposing confusing! even their hands or team’s goa heads arms! But l, but they the goalie keep the can ’t can use use his or ball out of their her hands the goal. and arms Being a goal When mo ie soun to st people think of soc but you can use yourds like the hardest job, South Am cer, they thin arms and hands. erica. But soccer act k of Europe wasn’t pas ually beg and sed to oth an in Asia. er players. Th At first, the the ball into e game was ball a small net simply abo 3 . Socc er rules ut moving England have come and Scotlan a long way. d helped These cou create the ntries hav game we e been pla feel passion play today. ying soccer for many Wow, I can ate about it! Kings and years. An neve r imag They tho ining d they queens eve ught people our gove rnme n outlawed nt bann ing were getting a sport! In the 180 soccer. 2 too ang 0s and 190 ry when the 0s, the Eng brought the y lost gam lish traveled es. ir love of soccer wit the world spread aro h them. and und the wor As time pas ld. Today, sed, the gam There are soccer is pla even soccer e yed everyw bots—rob here. ots that pla y soccer. Score! page 1

This is such a great Amer ican sport today.

nce to be

’s Guide

Date

1

62

The auth or is us to infor expla ining the game m us abou of socc er t how the game work to s. 51700—P

rove It! Using Textu

al Evidence © Shell Educ ation

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51700—Prove It! Using Textual Evidence

61

Name

PRACTICE 8

_______________________________

Date

_____________

READING APPLICATION

Identifying Author’s Purpose— Annotation Example 1 2 3 = text evidence to be used in answers

A Beginner’s Guide to Soccer by Alex Biman

1

The most popular sport in the world is soccer. Americans call the game soccer. Everyone else calls it football. But whatever you call ic a n s Wh y do Amer nt it, the game is played in almost every country in the world. h ave a di ff er

h at's ord fo r it ? T w players. co nfusi ng!

a s s uch Th i s i me r ic a n A g re at o d ay. t sp ort

Soccer matches are played by two teams, each with 11 Players are allowed to use their chest, feet, legs, and even their heads to get the ball into the opposing team’s goal, but they can’t use their hands or arms! But the goalie can use his or her hands and arms to Being a goalie sounds like the hardest job, keep the ball out of the goal. but you can use your arms and hands. When most people think of soccer, they think of Europe and South America. But soccer actually began in Asia. At first, the ball wasn’t passed to other players. The game was simply about 3moving Soccer rules have come a long way. the ball into a small net. England and Scotland helped create the game we play today. These countries have been playing soccer for many years. And they feel passionate about it! Kings and queens even outlawed soccer. 2 Wow, I can never imagining our government banning a sport! They thought people were getting too angry when they lost games. In the 1800s and 1900s, the English traveled the world and brought their love of soccer with them. As time passed, the game spread around the world. Today, soccer is played everywhere. There are even soccerbots—robots that play soccer. Score! page 1 The author is explaining the game of soccer to us to inform us about how the game works.

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51700—Prove It! Using Textual Evidence

© Shell Education

Name

_______________________________

Date

_____________

READING APPLICATION

Identifying Author’s Purpose— “A Beginner’s Guide to Soccer”

PRACTICE 8

Directions: Read the text. Then, closely reread and annotate the text. Use a colored pencil to circle or underline key words or details that help you determine the author’s purpose. Close-Reading Tip There are three main types of author’s purpose: persuade, inform, and explain. There are often clues or key words that help you identify the reason for a text.

A Beginner’s Guide to Soccer by Alex Biman

The most popular sport in the world is soccer. Americans call the game soccer. Everyone else calls it football. But whatever you call it, the game is played in almost every country in the world. Soccer matches are played by two teams, each with 11 players. Players are allowed to use their chest, feet, legs, and even their heads to get the ball into the opposing team’s goal, but they can’t use their hands or arms! But the goalie can use his or her hands and arms to keep the ball out of the goal. When most people think of soccer, they think of Europe and South America. But soccer actually began in Asia. At first, the ball wasn’t passed to other players. The game was simply about moving the ball into a small net. England and Scotland helped create the game we play today. These countries have been playing soccer for many years. And they feel passionate about it! Kings and queens even outlawed soccer. They thought people were getting too angry when they lost games. In the 1800s and 1900s, the English traveled the world and brought their love of soccer with them. As time passed, the game spread around the world. Today, soccer is played everywhere. There are even soccerbots—robots that play soccer. Score! page 1

© Shell Education

51700—Prove It! Using Textual Evidence

63

READING APPLICATION

PRACTICE 8

Name

_______________________________

Date

_____________

Identifying Author’s Purpose— “A Beginner’s Guide to Soccer” (cont.)

Directions: Read “A Beginner’s Guide to Soccer” on page 63, and respond to the questions. Remember! • Accurately answer the questions. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answers. 1. What is the author’s purpose in this passage? What details from the text help you

determine this?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Use examples from the text to explain how the author paints a picture for the reader.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Compare the current sport of soccer to the original version.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

© Shell Education

PRACTICE 9

READING APPLICATION

Studying Text Structure Procedure

Materials • Studying Text Structure— Annotation Example (page 66; page66.pdf) (optional)

1. Distribute Studying Text Structure—“How to Blow Bigger

• copies of Studying Text Structure—“How to Blow Bigger Bubbles” (pages 67–68; page67.pdf)

2. Have students skim the passage first, looking for signal words

Bubbles” (pages 67–68), and have students read the passage independently. that will help identify how the text is organized. Then, have students use colored pencils to put boxes around the key words that help identify structure.

• Studying Text Structure—Annotation Example (page 66) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

• colored pencils

Close-Reading Skill—Studying Text Structure Explain to students that text structure is how the information is organized. Text structure includes the following frameworks: compare and contrast, description, problem and solution, chronological, sequence, cause and effect, and directions. 3. Assign the text-dependent questions on page 68. Explain

to students that their responses should accurately answer the questions, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

PRACTIC E9

READING

APPLICA TION

Studying Text Stru ctur Annotat ion Exam e— ple 1 2 3 = text evid

ence to be

How to Blo w Bigge

used in answ

ers

r Bubbles What's the by Jacob big Ubble to blow bub gest bubble you've ever blown bles that are on to lear ? Master n the secrets as beautiful as a rainbow and bubble artists are of this art able large as a form. Materials sequence man! Rea and d directions Procedure This is easy to understand before I start • 2 wo

3

oden dow reading because of how it's organized. els, 11. Attach an each 3-feet eye screw to one end (30-centime dowel. of each ters) 2. Slide long a washer on to the • 2 eye scr longer (8-f me ters oot, 2.4 ews ) cord. It should be • 8-foot heavy eno weigh dow (2.4 meter ugh to I migh t need n the cord. s) Just help to do cotton pip 3. Knota regu lar kno t? som ing cord the ends of of thes e step e s. the long and • 12 cup s of water in the eye short cords screw of • 1 washe each dow 4. el. r Gently mix the water, • 4-foot dish soap, (1.2 glycerin in and the bucket. Avo meters) cot id ma bubbles in ton the mixtur If you don't king any piping cor 2 e. do it geng 5. Place d tly, I thin wou ld mak your wand k it e a bubble • 1 cup mes s. in the bub liquid dis ble solution the cord is h , so und soap er water. Pull the wa of the solu nd out • ¼ cup gly tion. Sep arate the cerin dow pull dow els

directions

I wou ld need me get all my dad to help thes e mat eria ls if I did this .

and n so the stri ng makes a triangle. kward qui ckly to forc e air into the triangl e and wat ch as a gia appears. nt bubble Amaze you r friends wit new talent! h your

6. Step bac

This wou ld be my next birt fun to do at hday part y!

66

51700—

Prove It! Usin g Text

ual Evidence © Shell Educ ation

© Shell Education

51700—Prove It! Using Textual Evidence

65

READING APPLICATION

PRACTICE 9

Studying Text Structure— Annotation Example 1 2 3 = text evidence to be used in answers

How to Blow Bigger Bubbles by Jacob Ubble

3

What's the biggest bubble you've ever blown? Master bubble artists are able to blow bubbles that are as beautiful as a rainbow and large as a man! Read on to learn the secrets of this art form. Materials

di re ct io n s

se quen ce a n d di re ct io n s

• 2 wooden dowels, each 3-feet (30-centimeters) long • 2 eye screws • 8-foot (2.4 meters) cotton piping cord • 12 cups of water • 1 washer • 4-foot (1.2 meters) cotton piping cord • 1 cup liquid dish soap • ¼ cup glycerin

Procedure 1

fo re I st a rt un de rs ta n d be n ized . to sy ea is Th is 's orga us e of h ow it re adi ng be ca

1. Attach an eye screw to one end of each

dowel. 2. Slide a washer on to the longer (8-foot, 2.4

meters) cord. It should be heavy enough to weigh down the cord. Just a regular knot?

3. Knot the ends of the long and short cords

in the eye screw of each dowel. 4. Gently mix the water, dish soap, and

glycerin in the bucket. Avoid making any 2

bubbles in the mixture.

If you don't do it gently, I think it would make a bubble mess.

5. Place your wand in the bubble solution, so

the cord is under water. Pull the wand out of the solution. Separate the dowels and pull down so the string makes a triangle. 6. Step backward quickly to force air into

I would need my dad to help me get all these materials if I did this.

the triangle and watch as a giant bubble appears. Amaze your friends with your new talent!

66

I might need help to do some of these steps.

51700—Prove It! Using Textual Evidence

This would be fun to do at my next birthday party!

© Shell Education

Name

_______________________________

Date

_____________

READING APPLICATION

Studying Text Structure— “How to Blow Bigger Bubbles”

PRACTICE 9

Directions: Skim the reading passage, looking for signal words that will help you identify how the text is organized. Use a colored pencil to put a box around the key words that help identify structure. Then, reread the text and underline important details. Close-Reading Tip Text structure is how the information is organized. Text structure includes the following frameworks: compare and contrast, description, problem and solution, chronological, sequence, cause and effect, and directions.

How to Blow Bigger Bubbles by Jacob Ubble What's the biggest bubble you've ever blown? Master bubble artists are able to blow bubbles that are as beautiful as a rainbow and large as a man! Read on to learn the secrets of this art form. Materials

Procedure

• 2 wooden dowels, each 3-feet (30-centimeters) long • 2 eye screws • 8-foot (2.4 meters) cotton piping cord • 12 cups of water • 1 washer • 4-foot (1.2 meters) cotton piping cord • 1 cup liquid dish soap

1. Attach an eye screw to one end of each dowel. 2. Slide a washer on to the longer (8-foot, 2.4 meters) cord. It should be heavy enough to weigh down the cord. 3. Knot the ends of the long and short cords in the eye screw of each dowel. 4. Gently mix the water, dish soap, and glycerin in the bucket. Avoid making any bubbles in the mixture. 5. Place your wand in the bubble solution, so the cord is under water. Pull the wand out of the solution. Separate the dowels and pull down so the string makes a triangle. 6. Step backward quickly to force air into the triangle and watch as a giant bubble appears. Amaze your friends with your new talent!

• ¼ cup glycerin

© Shell Education

51700—Prove It! Using Textual Evidence

67

READING APPLICATION

PRACTICE 9

Name

_______________________________

Date

_____________

Studying Text Structure— “How to Blow Bigger Bubbles” (cont.)

Directions: Read “How to Blow Bigger Bubbles” on page 67, and respond to the questions. Remember! • Accurately answer the question by stating your claim. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author and paragraph or page number). • Write a final thought to connect or further explain your answer. 1. Does this text tell a story or give information? Use evidence to help support your answer.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Step 4 says to “Avoid making any bubbles in the mixture.” Why does the author put this

in the directions? Support your answer using evidence from the text.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Think about how the author structured this text. Was it written in the best possible way?

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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51700—Prove It! Using Textual Evidence

© Shell Education

PRACTICE 10

READING APPLICATION

Comparing and Contrasting Procedure

Materials • Comparing and Contrasting— Annotation Example (page 70; page70.pdf) (optional)

1. Distribute copies of Comparing and Contrasting—Excerpt from

• copies of Comparing and Contrasting—Excerpt from “Circuits” (pages 71–72; page71.pdf)

2. Have students read the passage independently. Have each

“Circuits” (pages 71–72). Explain to students that as they read, they will be identifying similarities and differences. student use one colored pencil to underline details that are similar and use another colored pencil to underline differences.

• Comparing and Contrasting—Annotation Example (page 70) can be used as reference, to model annotating for students, or as an individual scaffold for students as necessary.

• colored pencils

Close-Reading Skill—Comparing and Contrasting Explain to students that comparing and contrasting is finding the similarities and differences between two or more texts. Using different colored pens or pencils will help keep their thoughts organized. 3. Assign the text-dependent questions on page 72. Explain

to students that their responses should accurately answer the question, provide evidence (direct quotations or paraphrasing) from the reading passage to support the answers, include in-text citations, and conclude with final thoughts that connect or further explain the answers.

4. Remind students that a citation is needed directly following

a quotation. In this case, the abbreviation par. is used to reference a specific paragraph.

PRACTICE 10

APPLICA TION

Compari ng and Co ntrast Annotat ion Exam ing— ple

READING

1 2 3 = text evid

ence to be

Excerpt fro

used in ans

wers

m Cir

by M. J. No cuits ah rcuits A series cir cuit has on simi lari ty— both It seems like ly can on be e electrica elec tric al path ways lined up on thing s would l pathway. the lot sam a Everything the break e wire. Bu y all do. 2 you need t that me with this kind ans if one componen of circu it. Think abo t fails, ut a string of lights. a series cir All the ligh cuit. Unfor t bulbs are tunately, filam3ent, the bulbs lined up in a small pie don’t alw ce of metal ays work This breaks that lights well. The the circui the bulb, t. burns out Switche over time. s Does it brea Are k it fore ver e like or can it Switchthes swi tche s be fixed? es opentheand at my hou se? close circui bulbs off. ts. Switch When the 1 es can be circuit is like when use bro d to ken turn light a bulb bu , the electr rns out in icity can’t Parallel a series cir flow. It’s Circuits cuit. It bre just This aks the ele s like Parallel seem mai n diff ctrical flow circuitsthe eren ce bet . have more wee n seri households es and para Th es tha n e are llel circ uits one electr are wired al . ways ical pathw with paralle pa ra l out, it diff ay. Most lle circu doesn’t tak erence l circuits. its ar l That way, e the whole e dif fe re if one bu circuit wit There are se rie nt from lb goes h it. multiple pat s circu its . an ele hs electricit ctric curren y can tak t travels the e in a par If the cur loop, it mu allel circui rent for bo t. As st enter thr th paths is ough a sin each resisto the same, gle resisto r. If one then it wil r. resistor is l split eve path. Th disconnec nly throu is allows the ted, then gh circuit to it wil l cho continue. ose the oth er

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Series Ci

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PRACTICE 10

READING APPLICATION

Comparing and Contrasting— Annotation Example 1 2 3 = text evidence to be used in answers

Excerpt from “Circuits” by M. J. Noah

e ms l i k I t s e e wo u ld s t hi ng lo t a k b re a nd his k i t w i t h i t. cu of cir

Th e s e a re a ll ways p a r a lle l c irc u it s a re dif f e re n t f rom s e r ie s c ir c u it s .

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Series Circuits similarity— both electrical pathways A series circuit has only one electrical pathway. Everything you need can be lined up on the same wire. But that means if one component fails, they all do. 2 Think about a string of lights. All the light bulbs are lined up in a series circuit. Unfortunately, the bulbs don’t always work well. The 3 filament, a small piece of metal that lights the bulb, burns out over time. This breaks the circuit. Does it break it forever or can it be fixed? Switches Are these like the switches at my house? Switches open and close circuits. Switches can be used to turn light 1 bulbs off. When the circuit is broken, the electricity can’t flow. It’s just like when a bulb burns out in a series circuit. It breaks the electrical flow. Parallel Circuits This seems like the main difference bet ween series and parallel circuits. Parallel circuits have more than one electrical pathway. Most households are wired with parallel circuits. That way, if one bulb goes difference out, it doesn’t take the whole circuit with it. There are multiple paths electricity can take in a parallel circuit. As an electric current travels the loop, it must enter through a single resistor. If the current for both paths is the same, then it will split evenly through each resistor. If one resistor is disconnected, then it will choose the other path. This allows the circuit to continue.

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Name

_______________________________

Date

_____________

READING APPLICATION

Comparing and Contrasting— Excerpt from “Circuits”

PRACTICE 10

Directions: Read the text. Then, closely reread and annotate the text. Use one colored pencil to underline details that are similar, and another colored pencil to underline differences. Close-Reading Tip Using different colored pens or pencils to underline similarities and differences will help keep your thoughts organized.

Excerpt from “Circuits” by M. J. Noah Series Circuits A series circuit has only one electrical pathway. Everything you need can be lined up on the same wire. But that means if one component fails, they all do. Think about a string of lights. All the light bulbs are lined up in a series circuit. Unfortunately, the bulbs don’t always work well. The filament, a small piece of metal that lights the bulb, burns out over time. This breaks the circuit. Switches Switches open and close circuits. Switches can be used to turn light bulbs off. When the circuit is broken, the electricity can’t flow. It’s just like when a bulb burns out in a series circuit. It breaks the electrical flow. Parallel Circuits Parallel circuits have more than one electrical pathway. Most households are wired with parallel circuits. That way, if one bulb goes out, it doesn’t take the whole circuit with it. There are multiple paths electricity can take in a parallel circuit. As an electric current travels the loop, it must enter through a single resistor. If the current for both paths is the same, then it will split evenly through each resistor. If one resistor is disconnected, then it will choose the other path. This allows the circuit to continue.

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READING APPLICATION

PRACTICE 10

Name

_______________________________

Date

_____________

Comparing and Contrasting— Excerpt from “Circuits” (cont.)

Directions: Read Excerpt from “Circuits” on page 71, and respond to the questions. Remember! • Accurately answer the question. • Provide evidence using a text evidence starter (direct quotation or paraphrasing) from the reading passage to support your answer. • Include at least one in-text citation (author, paragraph number). • Write a final thought to connect or further explain your answer. 1. Use details from the text to explain how series circuits and parallel circuits are alike.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Use details from the text to explain how series circuits and parallel circuits are different.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 3. How does the example in the second paragraph help the reader understand circuits?

Support your answer using evidence from the text.

______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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Writing Lessons and Application Textual Evidence in Writing Lesson 6: Gathering Sources.....................................................................................75 Lesson 7: Supporting a Claim...................................................................................78 Lesson 8: Organizing Evidence.................................................................................81 Lesson 9: Writing an Analysis...................................................................................84 Lesson 10: Listing Sources.........................................................................................87

Writing Application Prompts Prompt 1: Description Text Structure.......................................................................90 Prompt 2: Sequence Text Structure..........................................................................93 Prompt 3: Compare-and-Contrast Text Structure....................................................96 Prompt 4: Compare-and-Contrast Text Structure....................................................99 Prompt 5: Cause-and-Effect Text Structure............................................................102 Prompt 6: Description Text Structure.....................................................................105 Prompt 7: Problem-and-Solution Text Structure....................................................108 Prompt 8: Chronological Text Structure.................................................................111 Prompt 9: Classification Text Structure..................................................................114 Prompt 10: Sequence Text Structure......................................................................117

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LESSON 6

Objective

TEXTUAL EVIDENCE IN WRITING

Gathering Sources Guided Practice

Students will search for and gather credible and reliable sources for research.

1. Distribute copies of Gathering Sources Practice 1 (page 76).

Begin by defining what a source is (a text or an image you can use to learn about a topic) and explaining the difference between print and digital sources. Have students write these definitions on their activity sheets.

Materials

2. Students should understand that they can look on the

• copies of Gathering Sources Practice 1 (page 76; page76.pdf)

Internet for sources about a topic, but they should be careful. Some things will not be what they are looking for, and some sites will not be credible (true; able to be believed) or reliable (able to be trusted; typically supported by experts). Students should write the definitions of credible and reliable on their activity sheets.

• copies of Gathering Sources Practice 2 (page 77; page77.pdf)

3. Explain to students that when they need to do research,

they should type in keywords to find what they need. They should only type in the main keywords about their topics. If they type too many words, the search returns might be too varied.

Essential Question How do I gather credible and reliable sources for research?

4. Work through number 5 with students as an example. Get

suggested search terms from students, and type them into a search engine. Have students look at the list of options that come up for the search results. Go through each option with students, and discuss which websites would be reliable and credible, which would not, and why.

5. Explain to students that they should never click on websites

that require them to be a certain age, have inappropriate material, or ask them to give away personal information.

6. Allow time for students to complete the rest of the practice

sheet in pairs or small groups.

Independent Practice • Have students complete Gathering Sources Practice 2 (page 77) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Allow extra time for students to practice visiting reliable and unreliable websites to compare and contrast the differences.

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Name

LESSON 6

_______________________________

Date

_____________

GUIDED PRACTICE

Gathering Sources Practice 1 Directions: Define the vocabulary words related to the word source. 1. print

source: _______________________________________________________

2. digital

source: ______________________________________________________

3. reliable

source: _____________________________________________________

4. credible

source: _____________________________________________________

Directions: Write in which keywords you would use to search for each topic described. 5. You want to research the best places to go on vacation for families with kids.

______________________________________________________________________________________ 6. You want to know the names of how to make homemade macaroni and cheese.

______________________________________________________________________________________ 7. You want to find out about what you need to know to adopt a puppy.

______________________________________________________________________________________

Directions: State which sources appear to be reliable and credible by writing “Yes” or “No” next to each example. ____________________

8. www.humanesocietyadoption.com

Whether you want a senior dog or a playful puppy, we can help you find the

perfect dog to match your needs.

____________________

9. www.blogging4fun.com/mynewpup

I love my puppppppy! I took him to the park and we played for an hour, but then he ran away from me and … ____________________

10. www.wikipedia.com/adoptingapuppy

When buying a new puppy, you should always make sure the puppy has gotten shots to keep it ...

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Name

_______________________________

Date

_____________

LESSON 6

INDEPENDENT PRACTICE

Gathering Sources Practice 2 Directions: Write in the keywords you would use to search for the topic described. 1. You want to research where World War II was fought.

______________________________________________________________________________________ 2. You want to find out what you need to make friendship bracelets.

______________________________________________________________________________________ 3. You want to find out about the strangest bugs in the United States.

______________________________________________________________________________________ 4. You want to know the names of the tallest buildings in the world.

______________________________________________________________________________________

Directions: State which sources appear to be reliable and credible about the tallest buildings in the world by writing “Yes” or “No” next to each example. ____________________

5. www.makingmodelbuildings123.com

You can build any building you want in your own home by the click of a button! Ships quickly! ____________________

6. www.newsnow.com

The buildings get bigger and bigger each year, and we have the top ten buildings from around the world showcased. ____________________

7. www.architecture4today.com

Travel through the most beautiful buildings of today.

Tip: Be sure your sources are reliable and credible. If you are

unsure, check at least two other sources to see if the information matches. If it doesn’t, that source is probably not reliable and/or credible. © Shell Education

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LESSON 7

TEXTUAL EVIDENCE IN WRITING

Supporting a Claim Objective

Guided Practice

Students will understand how to support a claim by drawing relevant evidence and using logical reasoning.

1. Begin by explaining that when you make a claim about a

topic, you should support it with arguments to show that what you are saying holds value. This can be done by supporting the claim with logical reasoning and relevant evidence.

• Logical reasoning is a statement that makes a claim make sense.

Materials • copies of Supporting a Claim Practice 1 (page 79; page79.pdf)

• Relevant evidence is facts that come from sources. 2. Have students imagine they are going to be writing about

whether video games should be considered a sport.

• copies of Supporting a Claim Practice 2 (page 80; page80.pdf)

3. Distribute Supporting a Claim Practice 1 (page 79). Have

students read each example and follow the directions. As a class, talk through each example to help students better understand how to support claims.

Essential Question

4. Explain to students that although a sentence sometimes

How do I support a claim using logical reasoning and relevant evidence?

does not have logical reasoning or relevant evidence, it is still useful to include. An example of this would be a topic statement.

5. Explain to students that they should not only rely on logical

reasoning or relevant evidence, but they should also use their own background knowledge on the subject to support their claims.

Independent Practice • Have students complete Supporting a Claim Practice 2 (page 80) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Give students a list of reliable online sources to use or encourage them to go to a library and find reliable printed sources. .

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Name

_______________________________

Date

_____________

LESSON 7

GUIDED PRACTICE

Supporting a Claim Practice 1 Directions: Read the text. Then, for each statement, fill in the line using the correct letters: LR—Logical Reasoning   RE—Relevant Evidence   N—Neither

Should Video Games Be Considered a Sport? Gaming is definitely a sport in today’s world. Just like a physical sport, it takes learning skills and using strategy. It can be played individually or on a team. Video games are also fun. There are even worldwide tournaments. Games require players to be mentally strong and focused. They also need to have quick reaction times. Just like in sports, players in tournaments have many fans that cheer them on. Sometimes, gaming draws more viewers than traditional sports. One tournament had more than 12 million viewers. Some sports may only have a couple dozen people show up to watch. ____________ 1. Gaming is definitely a sport in today’s world. ____________ 2. Just like a sport, it takes learning skills and using strategy. ____________ 3. It can be played individually or on a team. ____________ 4. Video games are also fun. ____________ 5. There are even worldwide tournaments. ____________ 6. Games require players to be mentally strong and focused. ____________ 7. They also need to have quick reaction times. ____________ 8. Just like sports, players in tournaments have many fans that cheer them

on, sometimes drawing more viewers than other sports.

____________ 9. Sometimes, gaming draws more views than traditional sports. ____________ 10. One tournament had more than 12 million viewers. ____________ 11. Some sports may have only a couple dozen people show up to watch. © Shell Education

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LESSON 7

Name

_______________________________

Date

_____________

INDEPENDENT PRACTICE

Supporting a Claim Practice 2 Directions: Read the text. Then, for each statement, fill in the line using the correct letters: LR—Logical Reasoning   RE—Relevant Evidence   N—Neither

Should Graffiti be Considered Art? Art is thought to be the human expression of imagination. If so, then graffiti should be thought of as an art form. Graffiti is messy for workers to clean up. Some workers don’t get paid very well to clean it off walls. For a long time, graffiti was thought to be ugly. Graffiti now involves more than just words. Graffiti can be a symbol of the people in the city. Some people are trained in certain types of graffiti. People can even take classes at local community colleges. ____________________

1. Art is thought to be the human expression of imagination.

____________________

2. If so, then graffiti should be thought of as an

____________________

3. Graffiti is messy for workers to clean up.

____________________

4. Some workers don’t get paid very well to clean it

____________________

5. For a long time, graffiti was thought to be ugly.

____________________

6. Graffiti now involves more than just words.

____________________

7. Graffiti can be a symbol of the people in the city.

____________________

8. Some people are trained in certain types of graffiti.

____________________

9. People can even take classes at local community colleges.

art form.

off walls.

Tip: Remember that logical reasoning is a statement that makes a claim make

sense. Relevant evidence is a fact from an outside source that supports a claim.

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LESSON 8

Objective

TEXTUAL EVIDENCE IN WRITING

Organizing Evidence Guided Practice

Students will organize evidence into categories before beginning writing.

1. Begin by explaining to students that when you are writing

about a topic and have claims to support that topic, you should organize the facts and opinions into categories so your writing will be organized.

2. Tell students they will read a list of notes taken from articles

Materials

about pet monkeys that are either logical reasoning or relevant evidence. They have to categorize these notes into three main categories about the topic, which is “Monkeys Make Terrible Pets!”

• copies of Organizing Evidence Practice 1 (page 82; page82.pdf) • copies of Organizing Evidence Practice 2 (page 83; page83.pdf)

3. Distribute copies of Organizing Evidence Practice 1 (page 82).

Have students read through the statements and come up with logical categories.

4. Explain to students that they should not simply list facts as

Essential Question

support in the order that they think of them or find them, but that claims should always be organized into bigger categories that have evidence to back them up.

How do I organize my research into categories for prewriting?

Independent Practice • Have students complete Organizing Evidence Practice 2 (page 83) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Have students highlight information and write a letter or number next to the text to represent each category.

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LESSON 8

Name

_______________________________

Date

_____________

GUIDED PRACTICE

Organizing Evidence Practice 1 Directions: Read each note about pet monkeys. Then, come up with ways the notes could be categorized into three main topics. Rewrite each note in the correct column of the chart.

Monkeys Make Terrible Pets! Monkeys will require you to stay home more to take care of them. ¥ ¥ Monkeys will bite humans. ¥ You must buy a license to have a monkey. ¥ Monkeys can damage property when left alone. ¥ Monkeys need a lot of attention. ¥ You must buy food and other materials for monkeys. ¥ Monkeys will fly into rages. ¥ Monkeys require veterinarian checks that can be expensive. ¥ Monkeys can be jealous of other animals or people.

Topic A: ________________

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Topic B: _________________

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Topic C: _________________

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Name

_______________________________

Date

_____________

LESSON 8

INDEPENDENT PRACTICE

Organizing Evidence Practice 2 Directions: Read each note about Johnny Appleseed. Then, come up with ways the notes could be categorized into three main topics. Rewrite each note in the correct column of the chart.

The Life of Johnny Appleseed He died in 1845. ¥ ¥ He developed a successful business. ¥ He headed out West with the settlers. ¥ He spent much of his life planting apple seeds when he traveled. ¥ He wanted to help the settlers arriving at the new land. ¥ He was born in 1774. ¥ He lived and slept outdoors. ¥ He didn't spend a lot of money. ¥ He is a famous American folk hero.

Topic A: ________________

Topic B: _________________

Topic C: _________________

Tip: Remember that the facts should be organized into similar topics before you begin writing so that the writing will make sense to the reader.

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LESSON 9

TEXTUAL EVIDENCE IN WRITING

Writing an Analysis Objective

Guided Practice

Students will write organized and supported analyses using textual evidence.

1. Explain to students they will read a short text about the

disadvantages of homework, and then they will write short essays about why kids shouldn’t have homework. Remind students that they may not agree with what they are writing, but they should stay on topic.

Materials

2. To organize their essays, students should have four

• copies of Writing an Analysis Practice (pages 85–86; page85.pdf)

paragraphs. The first should be two or three sentences stating the topic. The next two paragraphs should discuss two main reasons why students should not have homework. These paragraphs should have supporting details cited correctly. The final paragraph should conclude with a summary statement of two to three sentences. (It would be a good idea to draw this organization on the board so students can see how to organize their essays.)

Essential Question How do I put together an organized and supported analysis after reading a text?

3. Distribute Writing an Analysis Practice (pages 85–86). Have

students annotate on the text on page 85 as well as take notes as needed on separate sheets of paper. These annotations and notes will be used later for text citations.

4. They should then take time to use their annotations, notes,

and their own logical reasoning to organize their thinking before they write their essays. They need to come up with two clear reasons and supporting details and quotations that defend the view that students should not have homework.

5. Explain to students that they should not include everything

from the article. Instead, they should use evidence that will most clearly support their two main reasons. Remind students they should use exact words and phrases from the text as part of their evidence. Students should have a minimum of two in-text citations.

Independent Practice • Have students complete Writing an Analysis Practice (page 86) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Encourage students to highlight the evidence in the article as they go, or have it highlighted for them, so they can see what would be good examples of evidence in the text.

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Name

_______________________________

Date

_____________

LESSON 9

GUIDED PRACTICE

Writing an Analysis Practice Directions: Read the information in the chart. Annotate the text by underlining key words. Then, in the chart at the bottom of the page, write ideas from the list and your own ideas to prepare for your written response.

Pros and Cons to Homework by Max Pencil

Pros

Cons

• Homework improves study skills.

• Homework takes up too much family time.

• Homework teaches time management.

• Homework creates frustration and stress.

• Homework encourages parental involvement.

• Kids are busy with sports and other activities.

• Homework teaches being independent.

• Kids might practice the wrong way if the teacher isn’t there.

• Practice helps some students learn better.

• Some students might not have supplies or technology at home to do the homework. • No research shows that homework improves grades. • Homework can be boring. • Some parents don’t know enough to help students on their homework.

Reason: ________________________

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Reason: ________________________

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LESSON 9

Name

_______________________________

Date

_____________

INDEPENDENT PRACTICE

Writing an Analysis Practice (cont.) Directions: Use the chart from page 85 to write a four-paragraph essay about why students should not have homework. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Tip: Remember that the two body paragraphs should stay on topic with

the two main reasons you think students should not have homework. Use at least two quotations or paraphrases with in-text citations in your essay.

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LESSON 10

Objective

Guided Practice

Students will list sources from the in-text citations as a bibliography (also called works cited or references cited). Note: Talk to your local curriculum director to find which preferred style would be most applicable for your students.

1. Explain to students that when they write essays, they must

create a list of the sources they used to help write their papers. In MLA format, the list should be titled Bibliography and should include the sources in alphabetical order by the authors’ last names. While listing sources in MLA style is more thorough, the list can be simplified as needed.

Bibliography

Materials • copies of Listing Sources Practice 1 (page 88; page88.pdf) • copies of Listing Sources Practice 2 (page 89; page89.pdf)

Book

Author Last Name, First Name. Title. Publisher.

Encyclopedia or other article

Author Last Name, First Name. “Title.” Name of Magazine or Publisher.

Online source

Author or website creator (if found). “Title of Article.” Main Website Name. URL.

2. Distribute Listing Sources Practice 1 (page 88). Have students

practice listing sources by completing the activity sheet.

3. Explain to students that they should not change the format

Essential Question How do I make a list of sources that I have used for in-text citations?

TEXTUAL EVIDENCE IN WRITING

Listing Sources

listed. When there is a period, use a period; and when there is a comma, use a comma. Guide students in correct formatting as needed.

Independent Practice • Have students complete Listing Sources Practice 2 (page 89) in class, as homework, or as an assessment to ensure they can complete the skill independently.

Additional Support Work with students to name aloud each component of the entry (i.e., author last name, author first name). This will help them keep the different parts straight.

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LESSON 10

Name

_______________________________

Date

_____________

GUIDED PRACTICE

Listing Sources Practice 1 Directions: Pretend you wrote an essay about interesting bugs and used these sources. Write the listing for each source. Then, number the entries to show the correct order for a bibliography.

Strange Bugs

__________________________________________________

By Buddy Creature

__________________________________________________ __________________________________________________ published by Allen Publishing

Big Bugs of the Northwest

__________________________________________________

By Julie Flyer

__________________________________________________ __________________________________________________

National Bug Magazine

www.weirdbugsandinsects.com

Weird Bugs and Insects

Bugs Big and Small By George Beetle

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__________________________________________________ __________________________________________________ __________________________________________________

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Name

_______________________________

Date

_____________

LESSON 10

INDEPENDENT PRACTICE

Listing Sources Practice 2 Directions: Pretend you wrote an essay about video games and used these sources. Write the listing for each source. Then, number the entries to show the correct order for a bibliography.

Video Games of Today

By Gloria Carlson



__________________________________________________ __________________________________________________ __________________________________________________

published by Technology Publishing

Left and Right Brained Games



__________________________________________________

By Gus Gamer

__________________________________________________ __________________________________________________

Game Day Magazine

www.gamersforeverandever.com

Gamers Forever and Ever

Games for the Old and Young By Carl Player

__________________________________________________ __________________________________________________ __________________________________________________

Tip: Remember that a bibliography should go in alphabetical order by the authors’ last names. © Shell Education

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PROMPT 1

WRITING APPLICATION

Description Text Structure Materials • copies of “This Might Make Your Skin Crawl” (pages 91–92; page91.pdf) • colored pencils

Procedure 1. Distribute “This Might Make Your Skin Crawl” (pages 91–92).

Have students read the prompt related to the passage. The prompt is: Use textual evidence to explain the pros and cons of eyelash mites.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use one colored pencil to underline the pros of eyelash mites and another color to underline the cons of eyelash mites. 3. Have students reread the text and annotate as directed. 4. Tell students to use the information from the text to respond

to the prompt. You may choose to allow each student to use an additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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Name

_______________________________

Date

_____________

PROMPT 1

WRITING APPLICATION

“This Might Make Your Skin Crawl” Directions: Read the text. Then, reread the text, and annotate using colored pencils. Close-Reading Tip Annotate the text using one colored pencil to underline the pros of eyelash mites and another color to underline the cons of eyelash mites.

This Might Make Your Skin Crawl by Bev Johnson

Did you wash your face this morning? Well, even if you did, there are most likely tiny bugs living on your face! Our bodies are covered with tiny organisms we can’t see. They live in our hair, under our nails, and in our noses. They even live on our eyes. One type of these organisms is called eyelash mites. They eat dead skin, hair, and oils that come off our eyelids. Eyelash mites are related to spiders, but they are microscopic. That means they are so small you need a special tool to see them. This tool makes the mites look much bigger than they really are. These mites are small enough to live in your follicles. That’s where the hairs grow out of your skin. Eyelash mites often come out at night. They use their eight legs to crawl across your face. They move slowly, about one inch every hour. Fortunately, they are so tiny you won’t feel them moving around. Eyelash mites sound super gross. But they are harmless to most people. They eat the skin, hair, and oils that we need to get rid of from our bodies. But look around. There are eyelash mites chewing and crawling on nearly every person—even you! page 1

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PROMPT 1

Name

_______________________________

Date

_____________

WRITING APPLICATION

“This Might Make Your Skin Crawl” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Create a T-chart of the pros and cons of eyelash mites to organize your information. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 1 Use textual evidence to explain the pros and cons of eyelash mites.

Pros of Eyelash Mites

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Cons of Eyelash Mites

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PROMPT 2

Materials • copies of “Digestion in Depth” (pages 94–95; page94.pdf) • colored pencils

WRITING APPLICATION

Sequence Text Structure Procedure 1. Distribute “Digestion In Depth” (pages 94–95). Have students

read the prompt related to the passage. The prompt is: Using the text to support your answer, explain how the digestive system works.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use colored pencils to number each basic step. 3. Have students reread the text and annotate as directed. 4. Tell students to use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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PROMPT 2

Name

_______________________________

Date

_____________

WRITING APPLICATION

“Digestion in Depth” Directions: Read the text. Then, reread the text and annotate using a colored pencil.

Close-Reading Tip Use a colored pencil to underline the basic steps in the digestive process. Then, number each step as you read.

Digestion in Depth by Gracie Kennedy

No one can deny that humans love to eat. We eat many different kinds of foods, and we each have our favorites. But when it comes to digestion, there are certain things every human has in common. It takes us between 5 and 30 seconds to chew a bite of food. It takes about 10 seconds to swallow. When the food reaches our stomachs, it can slosh around for 3 to 4 hours. Food travels through the small intestine for 3 hours. Then, it visits the large intestine to dry out. It could be in there up to 2 days! Food breaks down differently in our bodies. Some foods are hard to digest, and others are easier, depending on the nutrients in the food. Foods that are easier to digest pass through the body quickly. Foods that are harder to digest can spend time rotting in the intestine. It can take days before they become feces. No matter what you eat, there are some easy ways to help your digestion. Drink lots of water. That will help keep the digestive system moving. Exercise also helps speed up digestion. Running is a great way to keep your intestines healthy. But sometimes, we also need to slow down. Eating quickly can cause gas and bloating. Try to eat slowly. You may even want to count the number of times you chew each bite—20 is a good number! page 1

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Name

_______________________________

Date

_____________

PROMPT 2

WRITING APPLICATION

“Digestion in Depth” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Take notes below to organize your information. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 2 Using the text to support your answer, explain how the digestive system works.

Notes on the Digestive System __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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PROMPT 3

WRITING APPLICATION

Compare-and-Contrast Text Structure Materials • copies of “A Plate for Everyone” (pages 97–98; page97.pdf) • colored pencils

Procedure 1. Distribute “A Plate for Everyone” (pages 97–98). Have students

read the prompt related to the passage. The prompt is: Use details from the text to compare and contrast vegetarians and vegans.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use a colored pencil to underline facts about vegetarians. Have them use a different colored pencil to underline facts about vegans. 3. Have students reread the text and annotate as directed. 4. Tell students to use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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Name

_______________________________

Date

_____________

PROMPT 3

WRITING APPLICATION

“A Plate for Everyone” Directions: Read the text. Reread the text, and annotate using colored pencils.

Close-Reading Tip Annotate the text using one colored pencil to underline facts about vegetarians and another color to underline facts about vegans.

A Plate for Everyone by Randal V. Wexler

Noodles, tacos, curry, and birthday cake. Sometimes it seems as if all the yummiest foods are unhealthy. But that isn’t really the case. There are many delicious foods that are good for your body. And there are as many ways of eating as there are kinds of people. There are vegetarian, vegan, and gluten-free diets. The important thing is to choose a diet that helps your body stay healthy. Vegetarians are people who don’t eat any meat. Going veggie used to be harder. But now there are lots of restaurants and stores with vegetarian-friendly meals. Vegans are different from vegetarians. They won’t eat any animals or animal products, only plants. That means no meat and also no eggs, milk, or cheese. There is even a diet for people who can’t digest gluten. Gluten is a protein found in some grains. People who can’t digest gluten often have a disease called celiac disease. It can be a painful condition. But choosing foods that are gluten free can make every meal more enjoyable. These diets may sound restrictive. But simple choices can make them more flexible. There are ways to make delicious cookies and bread without using gluten. Recipes that call for hearty amounts of meat can be made with beans. And science has even found a way to make “meat” that uses cow cells and avoids harming the cow. Though at $330,000 a hamburger, that’s an expensive meal! It might be simpler to grab a soy burger. The truth is, no matter what kind of diet you choose, there are delicious—and healthy—ways to stay full! page 1

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PROMPT 3

Name

_______________________________

Date

_____________

WRITING APPLICATION

“A Plate for Everyone” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Complete the Venn diagram below with the differences and similarities between

vegetarians and vegans.

4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 3 Use details from the text to compare and contrast vegetarians and vegans.

Vegetarians

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Both

Vegans

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PROMPT 4

Materials

WRITING APPLICATION

Compare-and-Contrast Text Structure Procedure

• copies of “Earthquake Strikes as Locals Sleep” and “Earthquake!” (pages 100– 101; page100.pdf)

1. Distribute “Earthquake Strikes as Locals Sleep” and “Earthquake!”

• colored pencils

2. Have students read the text independently and think about

(pages 100–101). Have students read the prompt related to the passage. The prompt is: Use evidence from the text to define the similarities and differences between the two passages. how they will answer the prompt.

Student Annotation Focus While students read the two passages, have them circle the similarities and underline the differences with colored pencils. 3. Assign the writing prompt on page 101. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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WRITING APPLICATION

PROMPT 4

Name

_______________________________

Date

_____________

“Earthquake Strikes as Locals Sleep” and “Earthquake!”

Directions: Read the text. Then, reread the text, and annotate using colored pencils.

Close-Reading Tip Circle the similarities with a colored pencil. Underline the differences with another colored pencil.

Earthquake Strikes as Locals Sleep by Cesar Art

On Tuesday morning, a 5.6 earthquake rocked the local area. Aftershocks lasted nearly 24 hours. Power and water services were turned off for two hours. City workers consulted with one another to ensure the safety of residents. Several buildings were damaged. No deaths have been reported. But many older members of the community have been taken to the hospital for care. Any person in need can find assistance at his or her local library. There has not been a large earthquake in the county since 1979. page 1

Earthquake!

Excerpted from the Diary of Lily Winkler September 27 At first, I thought it was a bad dream. But when I opened my eyes, I knew it was real, and I was terrified. My bed was shaking. The windows were rattling. The long purple curtains were swaying against them. I ran to the doorway and called for my parents. I felt like I was surfing. But I was trying to ride waves on the ground instead of waves in the ocean. A big, heavy book fell from a shelf. Finally, the shaking began to slow. And at last it came to a stop. Down the hall, I heard my mom asking if everyone was okay. page 1

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Name

_______________________________

Date

_____________

WRITING APPLICATION

“Earthquake Strikes as Locals Sleep” and “Earthquake!” (cont.)

PROMPT 4

Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Take notes below to organize your information. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 4 Use evidence from the text to define the similarities and differences between the two passages.

Notes on Earthquake Texts __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ © Shell Education

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WRITING APPLICATION

PROMPT 5

Cause-and-Effect Text Structure Materials • copies of Excerpt from “History’s Mysteries, Vanishing Act”(pages 103– 104; page103.pdf) • colored pencils

Procedure 1. Distribute Excerpt from “History’s Mysteries, Vanishing Act” (pages

103–104). Have students read the prompt related to the passage. The prompt is: Using support from the text, explain the causes of several disappearances of people in the Bermuda Triangle over the years.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use colored pencils to underline information that could be related to the causes of the disappearances. Have students write thoughts they may have about the vanishing people, boats, or planes in the margins of the text. 3. Assign the writing prompt on page 104. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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Name

_______________________________

Date

_____________

Directions: Read the text. Then, reread and annotate the text with a colored pencil.

Close-Reading Tip Using a colored pencil, underline information that could be related to the causes of the disappearances. Write thoughts you have about the vanishing people, boats, or planes in the margins.

WRITING APPLICATION

Excerpt from “History’s Mysteries, Vanishing Act”

PROMPT 5

Excerpt from “History’s Mysteries, Vanishing Act” by Blake Alexander

The Bermuda Triangle is a place where dozens of boats, planes, and people have vanished. It is located in the Atlantic Ocean. Some people think this area is very dangerous. They think there is a magnetic field there that causes compasses to stop working. Others think the strong water currents and bad weather are the reason for the danger. In 1918, a U.S. Naval ship went missing. It had left the island of Barbados. It traveled into the Bermuda Triangle. The ship and crew of 306 people vanished without a trace. Some people blame storms or a wartime enemy. Others disagree with this theory. They say there would be remains of the ship or the crew if the disappearance had been due to a storm or wartime combat. In 1945, five U.S. Navy bombers flew out of Florida on a training flight. The pilots became lost within the Bermuda Triangle. Through one of the plane’s radios, the leader of the group said his compass was off. He said everything looked strange. He couldn’t figure out where they were. Another plane was sent out to find them. It also vanished. The Navy called for all boats and planes in the area to look for them. But they were never found. page 1 © Shell Education

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WRITING APPLICATION

PROMPT 5

Name

_______________________________

Date

_____________

Excerpt from “History’s Mysteries, Vanishing Act” (cont.)

Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Take notes below to organize your information. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 5 Using support from the text, explain the causes of several disappearances of people in the Bermuda Triangle over the years.

Notes on the History’s Mysteries __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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PROMPT 6

Materials • copies of Excerpt from “All About Sharks” (pages 106–107; page106.pdf) • colored pencils

Procedure 1. Distribute Excerpt from “All About Sharks” (pages 106–107).

Have students read the prompt related to the passage. The prompt is: Use examples from the text to describe various shark characteristics.

2. Have students read the text independently and think about

how they will answer the prompt.

WRITING APPLICATION

Description Text Structure

Student Annotation Focus While students read, have them identify features that sharks have and underline the details with colored pencils. Additionally, have students circle the adjectives that help identify shark parts. 3. Assign the writing prompt on page 107. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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WRITING APPLICATION

PROMPT 6

Name

_______________________________

Date

_____________

Excerpt from “All About Sharks” Directions: Read the text. Then, reread the text, and annotate using a colored pencil.

Close-Reading Tip Identify shark characteristics, and underline the details with a colored pencil. Use another colored pencil to circle the adjectives that help to identify shark parts.

Excerpt from “All About Sharks” by Michael Ally

Today, more than half of all shark species are less than 3 feet (1 meter) long, but some species grow much larger and have unusual features. The hammerhead shark has eyes on the sides of its head and swings its head from side to side to see. Its head can grow up to half as long as its body. Thresher sharks use their tails to slap and slash other fish, which makes their prey easier to catch and eat. Their tails can grow as long as their bodies. Sharks often lose their teeth when they are catching their prey, so they are always growing new teeth. Sharks can have up to 3,000 teeth at a time. Shark teeth often grow in rows of five. A shark can go through 30,000 teeth in a lifetime! The fin on top of a shark’s back is called the dorsal fin. It is this fin that can often be seen above the water. Dorsal fins are stiff and help the shark stay upright in the water. All sharks have one or two dorsal fins. page 1

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Name

_______________________________

Date

_____________

PROMPT 6

Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Complete the web below to organize your notes on shark characteristics. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

WRITING APPLICATION

Excerpt from “All About Sharks” (cont.)

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 6 Use examples from the text to describe various shark characteristics.

Sharks

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WRITING APPLICATION

PROMPT 7

Problem-and-Solution Text Structure Materials • copies of “Welcome to the Desert” (pages 109–110; page109.pdf) • colored pencils

Procedure 1. Distribute “Welcome to the Desert” (pages 109–110). Have

students read the prompt related to the passage. The prompt is: Using examples from the text, describe possible solutions to problems that could occur in the desert.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them identify problems that can occur in the desert and underline them with a colored pencil. Have them use a different colored pencil to underline possible solutions. 3. Assign the writing prompt on page 110. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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Name

_______________________________

Date

_____________

Directions: Read the text. Then, reread the text and annotate using a colored pencil.

Close-Reading Tip Underline problems that can occur in the desert with a colored pencil. Underline possible solutions with another colored pencil.

WRITING APPLICATION

“Welcome to the Desert”

PROMPT 7

Welcome to the Desert by Jay Adams

The desert is a harsh place. The sun feels hotter under the dry wind. The land is parched and cracked. There is little food for those who may try to survive here. This is a place that can feel as lonely as an alien planet. A desert is an area that gets less than 10 inches of rain or snow per year. It is a hostile place for anyone—plant or animal. But the desert is not deserted. Thousands of species call it home. And millions of people visit every year. We look forward to welcoming you to our beautiful corner of Earth. To book a tour, please call 555-7893 or visit www.travelhereifyoudare.com. Reservations are recommended.

Emergency Packing List Planning for desert survival starts at home. Take emergency supplies with you. It’s better to be safe than sorry! Carry basic medical supplies, flares, and reflectors with you. These are some of the most important items to include in an emergency kit. page 1

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PROMPT 7

Name

_______________________________

Date

_____________

WRITING APPLICATION

“Welcome to the Desert” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Complete the organizational chart below to take notes on problems and solutions. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 7 Using examples from the text, describe possible solutions to problems that could occur in the desert.

Desert Problems

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Desert Solutions

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PROMPT 8

Materials • copies of “Skating through History” (pages 112–113; page112.pdf) • colored pencils

WRITING APPLICATION

Chronological Text Structure Procedure 1. Distribute “Skating through History” (pages 112–113). Have

students read the prompt related to the passage. The prompt is: Use the text to explain how skateboarding has changed over time.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use colored pencils to circle dates. Have students underline information that corresponds with the dates in the same color. Then, have them circle transition words in another color. 3. Assign the writing prompt on page 113. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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PROMPT 8

Name

_______________________________

Date

_____________

WRITING APPLICATION

“Skating through History” Directions: Read the text. Then, reread the text and annotate with colored pencils.

Close-Reading Tip Use a colored pencil to identify and circle dates in one color. Use the same color to underline information that corresponds with those dates. Use another color to circle transition words (e.g., first, next, another) as you read.

Skating through History by Ann Bantams

Many people think skateboarding is a new sport. But it has been around for more than 50 years. It evolved from another board sport: surfing! In the 1950s, surfing was very popular. But you can’t surf if you don’t live near the ocean. And even people who do can’t surf if the waves aren’t right. The first skateboard was created in 1958 to let surfers surf on land. Someone added wheels to the bottom of a surfboard, and the skateboard was born! “Sidewalk surfing” quickly became a hit. In the 1970s, several changes transformed the sport of skateboarding. A new type of wheel was invented during this time. New boards were also created. The result was a quieter, faster, shorter board. This new sport was growing! In the late 1970s, a terrible drought hit California. It forced people to drain their swimming pools. Skaters need U-shaped areas for skating. Can you guess where skateboarding took off? In the bottoms of empty pools! With ramps to practice on, new tricks were developed. Skaters grew more proficient. More people gained respect for skateboarding. In the 1990s, skateboarding took center stage at the X Games. These games got people around the world talking about skateboarding. Today, there are whole parks devoted to skating, and more people than ever are learning to sidewalk surf. Who knows what sport will be invented next! page 1

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Name

_______________________________

Date

_____________

PROMPT 8

WRITING APPLICATION

“Skating through History” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Take notes below to organize your information. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 8 Use the text to explain how skateboarding has changed over time.

Notes on Skateboarding __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

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PROMPT 9

WRITING APPLICATION

Classification Text Structure Materials • copies of Excerpt from “Food Groups” (pages 115–116; page115.pdf) • colored pencils

Procedure 1. Distribute Excerpt from “Food Groups” (pages 115–116). Have

students read the prompt related to the passage. The prompt is: Using details from the text, identify the four food groups mentioned, and explain why they are important to a person’s health.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use different colored pencils to underline the important information for each category. 3. Assign the writing prompt on page 116. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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Name

_______________________________

Date

_____________

PROMPT 9

WRITING APPLICATION

Excerpt from “Food Groups” Directions: Read the text. Then, reread the text and annotate using colored pencils. Close-Reading Tip Use colored pencils to underline important information for each of the food groups. Use a different color for each food group.

Excerpt from “Food Groups” by Melissa Jackson

High-Energy Grains—Your body uses glucose for energy. Your body can change some foods into glucose. It’s easiest for your body to change carbohydrates into energy. Foods made from grains, such as bread and rice, have a lot of carbohydrates. These are high-energy foods. Fruit—Many fruits are juicy and sweet! They also usually have a lot of vitamins and minerals. And many fruits are great sources of fiber, too. Different fruits are popular in different countries. If you grew up in Southeast Asia, you might like rambutans. These leathery red fruits have spines on the outside. In India, jackfruit is common. It tastes a little like pineapple. In China, people eat lychee for dessert. In Mexico, people like to eat mangos and papaya. Vegetables—What do vegetables bring to the table? They are high in vitamins and minerals. Some, such as broccoli, have good amounts of protein and fiber, too. Vegetables can lower your risk for serious diseases. Some cancers and eye problems occur less frequently in people who eat a lot of vegetables. Dairy—Dairy products include milk and things made from milk, such as cheese and yogurt. These foods are easy ways to get the calcium your body needs. Calcium is a mineral that makes up a large part of your bones and teeth. If you don’t get enough calcium, your bones and teeth can grow weak. Whole milk is meant to give baby cows what they need. But it has too much fat for many people. For a healthier option, choose dairy foods marked low fat or nonfat. page 1

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PROMPT 9

Name

_______________________________

Date

_____________

WRITING APPLICATION

Excerpt from “Food Groups” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Complete the web with each of the food groups included in the passage. 4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear response • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the content

Writing Prompt 9 Using details from the text, identify the four food groups mentioned, and explain why they are important to a person’s health.

Food Groups

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PROMPT 10

Materials • copies of Excerpt from “Pocahontas” (pages 118– 119; page118.pdf) • colored pencils

WRITING APPLICATION

Sequence Text Structure Procedure 1. Distribute Excerpt from “Pocahontas” (pages 118–119). Have

students read the prompt related to the passage. The prompt is: Use details from the text to tell the sequence of events that led up to Pocahontas’s marriage.

2. Have students read the text independently and think about

how they will answer the prompt.

Student Annotation Focus While students read, have them use different colored pencils for each paragraph as they circle important dates and underline important events. 3. Assign the writing prompt on page 119. 4. Have students use the information from the text to respond

to the prompt. You may choose to allow each student to use one additional credible source.

5. Remind students to follow the directions and to use textual

evidence and citations.

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PROMPT 10

Name

_______________________________

Date

_____________

WRITING APPLICATION

Excerpt from “Pocahontas” Directions: Read the text. Then, reread the text and annotate with colored pencils. Close-Reading Tip Use different colored pencils for each paragraph to circle important dates and underline important events.

Excerpt from “Pocahontas” by Dave Stang

Around 1595, an American Indian girl was born. Her father, the chief Powhatan, decided to call her Pocahontas. This means “Playful One.” Pocahontas first saw British settlers in 1607. Pocahontas loved to listen to stories about them. The white men came on large ships. By 1613, the British and the American Indians were no longer getting along. Captain Samuel Argall decided to kidnap Pocahontas. Argall convinced someone to trick Pocahontas onto his ship. The captain wanted a ransom from Chief Powhatan. He wanted British prisoners set free. And he wanted the American Indians to give up their guns. Chief Powhatan only sent back some of the prisoners. The guns he returned were broken. He asked the settlers to take care of his daughter. She remained a captive! Captain Argall took Pocahontas. He was afraid. He thought her tribe would attack to get her back. A reverend taught her the Christian faith. She became the first American Indian convert. They gave her the name of Rebecca. The new convert was a bright student. Rebecca dressed, acted, and prayed like her captors. They became her friends. The kidnapping of Pocahontas changed her life. She fell in love with a man named John Rolfe. Her captors allowed her to see her father once more. She told him she was in love with Rolfe. Chief Powhatan gave his blessing. She got married on April 5, 1614. There was peace once again between the American Indians and the settlers. 118

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Name

_______________________________

Date

_____________

PROMPT 10

WRITING APPLICATION

Excerpt from “Pocahontas” (cont.) Directions 1. Read the writing prompt. 2. If directed by your teacher, find one additional, credible source related to your topic. 3. Organize the information below by drafting a time line of the events that happen in

the passage.

4. Respond to the prompt in your own words on a separate sheet of paper. Be sure to

include facts from both the text and any additional sources.

5. Include textual evidence (quotations or paraphrasing) and at least two in-text citations.

Make a bibliography of your sources, and include it at the end of your writing. Writing should be organized in the following way: • an introduction that previews the topic and states a clear claim • a body of content with relevant evidence and textual citations • a conclusion that summarizes and supports the claim

Writing Prompt 10 Use details from the text to tell the sequence of events that led up to Pocahontas’s marriage.

Time line of “Pocahontas”

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Appendices Appendix A: Answer Key........................................................................................122 Appendix B: Additional Resources.........................................................................126

Text Evidence Vocabulary...............................................................................126



Direct Quotations Text Evidence Starters.......................................................127



Paraphrasing Text Evidence Starters...............................................................128

Rubrics.............................................................................................................129

MLA Citing Source Reference........................................................................131



Citing Textual Evidence Posters......................................................................132



Quotation Mark Rules.....................................................................................134



Reading Levels for Texts..................................................................................135

Appendix C: Contents of the Digital Resources.....................................................136 Appendix D: References Cited................................................................................136

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APPENDIX A

Answer Key There are many open-ended questions and writing prompts in this book. For those activities, the answers provided here are examples.

Textual Evidence in Reading Lesson 1 Matching (page 17) 1. D; 2. A; 3. E; 4. C; 5. B True/False (page 19) 1. True; 2. False; 3. False; 4. True; 5. True.

Lesson 2 “Take to the Sky” (page 22) 1. In parasailing, a person “wears a parachute and sits on a boat” (Shale 1). Hang gliding is where people “jumps off cliffs to achieve liftoff ” (Shale 1). 2. Zip-lining was first created because “people needed a way to quickly get from one place to another” (Shale 1). “Underwater Architect” (page 23) 1. The bottom of the nautilus shell is lightly colored so that it “blends in with the light coming from above the water” (Shell 1). 2. Beatrice Shell says that “snails and hermit crabs” (1) also have shells to protect them.

Lesson 3 Excerpt from “The Story of Dr. Dolittle” (page 25) 1. This story could not be a true story because the author has animals as main characters who know how to talk, have conversations with humans, and who do human things like sitting around the fire and opening doors (Lofting 1). 2. You can tell the Doctor likes animals because he is spending time with them around a fire and has even written books “in animal language” (Lofting 1).

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Excerpt from “Playing for Keeps” (page 26) 1. He is jealous because hi friend geets to play video games at night (Board1). 2. They decide not to play video games because they surprise themselves and want to play board games (Board 1).

Lesson 4 Excerpt from “The Time Machine” (page 28) 1. The author tells us that “it was the Psychologist himself who sent forth the model Time Machine” (Wells par. 3). “The Key” (page 29) 1. Mary cannot use the key to garden because she isn’t sure where the entrance to the garden is. The author explains that she has to “find out where the door [is]” (Burnett par. 1) before she can open it.

Reading Application Practice Asking Questions—“Man’s Best Friend” (page 36) 1. The story, “Man’s Best Friend,” is written to inform the reader. The first line of the story states, “Dogs have lived closely with humans for thousands of years” (Bernard. 1). The author is not creating a made-up story. 2. According to Bernard, the stories of dogs of the past are based on myths. “In a Norse myth, two dogs chased the sun and moon across the sky” (Bernard 1). This is unrealistic and unlike any dog in today’s world. 3. Dogs are referred to as “creatures…connected with another powerful force: death” (Bernard 1). It goes on to state that a three-headed dog guards the dead. Dogs are known for playing, not sitting around watching dead people, which makes this story completely unrealistic.

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Identifying Key Details—“A Cry for Help” (page 40)

Finding the Moral of the Story—“The Ant and the Chrysalis” (page 48)

1. Pena has been to the cove many times before. The story states, “But this time was different. The air was still, and when she ducked her head under water, she saw a strange light she had never seen before” (Cantell 1). A person can sense when there is something different about a place they have visited time and time again.

1. The moral of this story is that appearances are deceptive. The ant walks around the cocoon and brags, “I can run hither and yonder, here and there. You can go nowhere at all” (Autry 1). When the ant sees what becomes of the creature once it leaves its cocoon, the ant realizes that he should not have said mean things.

2. Pena seems to be a very curious girl. When she notices things are different in the cove, she stays and even ventures out into the water when she sees “a strange light she had never seen before” and “heard someone singing” (Cantell 1). Most people would leave, especially if they heard singing under the water.

2. At first, the chrysalis is unable to talk, so he must listen to the ant’s mean words without sticking up for himself. Once the butterfly is out of the cocoon, he tells the ant, “You can crawl on the ground or even up a tree, but without wings, you cannot fly from place to place” (Autry 1). The ant may have done a lot of talking in the beginning, but the butterfly gets the last word.

3. Pena comes across mermaids in a cove who ask for help and look at her with desperation. According to the author, “Pena didn’t know it yet, but she was their only chance for survival” (Cantell 1). The author is foreshadowing adventure. Making Inferences—“From 613 King Street to Room 4F” (page 44) 1. Taylor must be going through some hard times because the narrator states, “Maybe it will help you,” I whisper. “Because I get it—this is hard.” (Cobb 1). As the narrator continues, he or she is explaining how his/her life changed from having everything to living in a motel. This must be a connection to Taylor’s situation. 2. The narrator is not happy about going from living in a nice house with lots of comforts to a “dirty motel.” He or she mentions, “It’s hard not having stuff other kids do…” (Cobb 1), but goes on to say loving his or her parents is what matters most. The narrator shows that he or she is a caring person by trying to lift Taylor’s spirits. 3. The narrator is not happy about his/her current situation. The narrator states, “My family used to be wealthy, but not anymore, and I can’t stand it.” (Cobb 1). He/she goes on to tell Taylor about the changes that have occurred. Then, he/she offers hope that things will get better, but you can tell that the narrator is not happy either. © Shell Education

APPENDIX A

Answer Key (cont.)

3. The author writes about how the butterfly “had more freedom than the ant ever would” (Autry 1) because the butterfly is now able to fly and go wherever he wants. The ant, who was meanspirited, sensed something was up when he “felt a shadow pass over him” (Autry 1) and then realized he was the one with limited abilities. Determining Figurative Language— “My Shadow” (page 52) 1. Robert Louis Stevenson uses a simile in the stanza, “For he sometimes shoots up taller like an India-rubber ball” (7). The shadow’s height is being compared to how high an India-rubber ball can bounce. 2. Stevenson is comparing his shadow to someone that is sleeping in. Because of the time of day, there is no shadow, “One morning, very early, before the sun was up” (13). If it is still dark outside, the shadow is still sleeping. 3. The child seems to be agitated and annoyed with his shadow. “And can only make a fool of me in every sort of way” (Stevenson 10) suggests that the shadow humiliates him. Later, he calls the shadow a “coward” because he never leaves his side. In the end, he seems happy to leave him home on a dark morning.

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APPENDIX A

Answer Key (cont.) Analyzing Character—“Checkmate” (page 56) 1. At the beginning of the story, Ayeesha has no knowledge of the game of chess, and over time, she becomes an avid player. Eventually, she even beats her friend and teacher, Ventu. From there, “She works her way through Uganda, beating all the best players” (Greene par. 3). Ayeesha also goes to other countries around the world to play. 2. Ventu’s remark comparing winning chess to winning at life means that if Ayeesha can dedicate herself to becoming a champion chess player, she can put the same effort into having a successful life. Her dedication is evident when she “is rushing to finish her chores and walking to the church every day” (Greene par. 2). With that kind of devotion, anything is possible. 3. In the story, “Checkmate,” the author uses a metaphor to compare physical hunger to Ayeesha's hunger to improve her personal situation. Her life must not be an easy one, because her friend, Ventu, says, “‘In chess, it doesn’t matter where you come from. Only where you put the pieces’” (Greene par. 1). Ayeesha’s home country is Uganda, which is a nation where much of the population suffers from poverty. Main Idea—“Go-Kart Racing” (page 60) 1. The main idea of the first paragraph in the text, “Go-Kart Racing,” is the different ways go-carts achieve speed. The first sentence states, “The thrill of a go-kart comes from the speed of the ride” (Scott 1). The author proceeds to discuss go-carts’ engines, or lack of them, and the many ways to build up speed. 2. The main idea in the second paragraph of the story is braking the go-karts. According to Greene, “They need to be safe as they drive at top speeds” (1), but they can have levers as well. It is important to have a way to stop the go-kart safely so that there are no accidents. 3. The main idea of the text is how a go-kart operates. Greene gives specific details about gocart races and how they stop. Interestingly, “not all go-karts have engines” (1) some run downhill

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with just a push, but luckily, “most go-karts have brake pedals” (1). Identifying Author’s Purpose—“A Beginner’s Guide to Soccer” (page 64) 1. The author’s purpose is to inform readers about the game of soccer. Biman explains a little about soccer’s history and how it is “the most popular sport in the world” (1). It seems as if the author is passionate about the topic of soccer, because he is so knowledgeable and uses exclamation points to express feelings. 2. The picture the author paints in this passage is one of excitement and passion for the game of soccer. Picturing royalty outlawing soccer because “they thought people were getting too angry when they lost games” (Biman 1) is silly to imagine happening. For centuries, soccer has played a big part the sports world, and it doesn’t look like it’s going to stop any time soon! 3. When soccer was first invented, it started in Asia and was different than today’s version. Then, playing soccer consisted of “moving the ball into a small net” (Biman 1). Today, players move the ball to the other team’s net without the use of their hands and arms. Studying Text Structure—“How to Blow Bigger Bubbles” (page 68) 1. This text is informational because it is telling the reader how to make something. The text has a section that contains materials needed and includes six steps such as, “1. Attach an eye screw to one end of each dowel” (Ubble par. 3). These are specific instructions to follow to make bigger bubbles. 2. The directions say to avoid making the bubbles while mixing the water, soap, and glycerin. This could be because the next step is to “place your wand in the bubble solution” (Ubble par. 7) and if there are bubbles present, it may make it difficult for the soap to spread evenly on the cord. 3. The author wrote this passage to give instructions on how to make bigger bubbles. In the beginning, Ubble begins the text with the question, “What’s the biggest bubble you’ve ever blown?” (par. 1). This is great way to grab © Shell Education

a reader’s attention and introduce a subject to someone who might not care about blowing bubbles. The structure of this text appears to be well-thought out and planned by Ubble. Comparing and Contrasting—Excerpt from “Circuits” (page 72) 1. Series circuits and parallel circuits are alike because they conduct electricity and use switches to “open and close circuits” (Noah par. 3). They also use pathways for the electricity to travel. 2. There are several differences between series circuits and parallel circuits. A series circuit has only one pathway, while a parallel circuit has more than one. If anything on the path of a series circuit fails, “if one component fails, they all do” (Noah par. 1). If parallel circuits have a bulb or plug go out, the rest of the pathway will continue to work. 3. The example allows readers to visualize what the author is describing about series circuits. The example describes one path where “all the light bulbs are lined up in a series circuit” (Noah par. 2). It is easy to understand how all the bulbs could fail if one stops working.

Textual Evidence in Writing Lesson 6 Gathering Sources Practice 1 (page 76) 1. books, magazines; 2. websites, online journals; 3. sources that are backed by experts; 4. trusted sources; 5. best family vacation spots; 6. macaroni and cheese recipe; 7. adopting a puppy. 8. Yes; 9. No; 10. No Gathering Sources Practice 2 (page 77) Responses for questions 1–4 will vary but should include key words related to the topics; 5. No; 6. Yes; 7. No

Lesson 7 Supporting a Claim Practice 1 (page 79) 1. N; 2. LR; 3. LR; 4. N; 5. RE; 6. LR; 7. LR; 8. RE; 9. LR; 10. RE; 11. LR

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Supporting a Claim Practice 2 (page 80) 1. N; 2. LR; 3. LR; 4. LR; 5. N; 6. RE; 7. N; 8. RE; 9. LR

APPENDIX A

Answer Key (cont.)

Lesson 8 Organizing Evidence Practice 1 (page 82) The following is one way the statements could be organized: Topic A: monkeys have crazy behavior (2, 4, 7); Topic B: monkeys take time to care for (1, 5, 9); Topic C: monkeys can be expensive (3, 6, 8) Organizing Evidence Practice 2 (page 83) The following is one way the statements could be organized: Topic A: biography basics; Topic B: life as a traveler; Topic C: lived a simple life

Lesson 9 Writing an Analysis Practice 1 (page 86) Check that the “Reason” column uses evidence from both the text and the student’s own ideas. Writing and Analysis Practice 2 (page 86) Student essays will vary but should include information from their charts as well as proper citations.

Lesson 10 Listing Sources Practice 1 (page 88) 2. Creature, Buddy. Strange Bugs. Allen Publishing; 3. Flyer, Julie. “Big Bugs of the Northwest.” National Bug Magazine.; 1. Beetle, George. “Bugs Big and Small.” www.weirdbugsandinsects.com. Listing Sources Practice 2 (page 89) 1. Carlson, Gloria. Video Games of Today. Technology Publishing. 2. Gamer, Gus. “Left and Right Brained Games.” Game Day. 3. Player, Carl. “Games for the Old and Young.” Gamers for Ever and Ever. www. gamersforeverandever.com

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APPENDIX B 126

Text Evidence Vocabulary Word/Phrase

Definition

cite

to quote or paraphrase from text to help support or prove a claim

credible sources

sources the reader can trust and believe because they are authored or published by a reputable person or organization that uses research as evidence

direct quotation

the exact words of someone else woven into your writing, noted by using quotation marks

in-text citations

stating the author and page or paragraph number from a source when using a direct quotation or paraphrasing

logical reasoning

statements that are written by the author that prove their claim makes sense

paraphrasing

restatement or rewording of an idea from a text

plagiarism

the practice of taking someone else’s work and passing it off as your own

preferred style

a specialized way of ordering punctuation, grammar, and in-text citations from a specific set of guidelines

relevant evidence

facts that come from sources

relevant sources

sources that relate to the topic of a piece of writing

source

a place where information on a topic is gathered

text

the original piece of writing being cited

textual evidence

noting evidence from a text to help with proving an argument, or claim

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✏

The author states...

✏

The author tells us that...

✏

According to the text...

✏

In paragraph

APPENDIX B

Direct Quotations Text Evidence Starters

, it says...

✏ For instance, the text states... ✏

When the author states...

✏

One example from the text is...

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APPENDIX B

Paraphrasing Text Evidence Starters

✏ Based on the text... ✏ The author explains that... ✏ When the author describes... ✏ The author implies that... ✏ From the reading, we can tell that...

✏ For instance, the text explains that...

✏ For example, the text describes...

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Quantity

Quality/Comprehension

3 points Quality

2 points Developing

1 point Approaching

Annotations show a thorough Annotations show some analysis of the text. analysis of the text.

Annotations show little or no analysis of the text.

Indicators

Indicators

Indicators

• higher-level questions

• basic questions

• key vocabulary questioned or identified

• key vocabulary questioned

• inferential comments • displays depth of thinking • clear attention to closereading lesson focus

5–8 annotations

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• some inferential thinking, but most comments are concrete • comments only occasionally show depth

APPENDIX B

Close-Reading Annotations Rubric

• demonstrates little understanding of the text with unrelated comments • comments often restate text • comments are only concrete

• attempts to attend to close-reading lesson focus

• little or no attempt at close-reading lesson focus

3–4 annotations

0–2 annotations

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3 points Quality

2 points Developing

State Claim

The claim is clearly stated and applicable to the topic.

The claim is stated but may be unclear.

The topic is stated, but the claim is unclear or missing.

Evidence

Evidence from sources accurately responds to and supports the claim through direct quotations or paraphrasing.

Evidence from sources stays on topic, but its origin is unclear.

Evidence is not included or is inaccurate or unsupportive of claim.

Explanation of Claim

An analysis and explanation strongly connect to and support the claim.

An explanation of the claim is provided with some analysis or support.

There is little to no attempt at explaining the claim.

In-Text Citation and Document Sources

Citations of evidence are correctly provided; when applicable, sources are accurately documented.

Citations of evidence are sometimes provided; when applicable, sources are listed but may not include information needed.

Citations of evidence are attempted but may be inaccurate; even when applicable, sources are not listed.

Research

APPENDIX B

Citing Textual Evidence in Writing Rubric

Sources are highly relevant to the topic and credible.

Sources are somewhat relevant to the topic and somewhat credible.

Sources are missing or are used but may not be relevant or credible.

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1 point Approaching

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APPENDIX B

MLA Citing Source Reference Standard Format of Citing within a Sentence Direct Quotation

Paraphrasing

Example using author with paragraph number: According to Smith, “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (par. 1).

Original Passage: There was a time when most teens were counting down to their 16th birthday. Nothing was more important than getting that key to freedom: the coveted driver’s license. Acquiring a driver’s license was much more important a generation ago, but no more. Driving a car used to be “cool” and a status symbol, but times have changed, and having a car doesn’t have the same appeal as it did then. (“Priorities Are Changing” par. 1)

with page number: According to Smith, “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (1). Example using name of article with paragraph number: According to the article, “Teen Accident Statistics,” “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (par. 1). with page number: According to the article, “Teen Accident Statistics,” “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (1).

Acceptable Paraphrase: When reading the article, “Priorities Are Changing,” it is clear to see that being a teen driver and having a car are not as “cool” as they used to be.

Standard Format of Citing at the End of a Sentence Direct Quotation Example using author with paragraph number: “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (Smith par.1). with page number: “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (Smith 1). Example using name of article with paragraph number: “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (“Teen Accident Statistics” par. 1). with page number: “Automobile accidents are the number one cause of deaths for teenagers ages 15–20” (“Teen Accident Statistics” 1).

Paraphrasing Original Passage: There was a time when most teens were counting down to their 16th birthday. Nothing was more important than getting that key to freedom: the coveted driver’s license. Acquiring a driver’s license was much more important a generation ago, but no more. Driving a car used to be “cool” and a status symbol, but times have changed, and having a car doesn’t have the same appeal as it did then (Smith par. 1). Acceptable Paraphrase: Teenagers today are in no hurry to get their driver’s licenses. They have different priorities from teens of the past (Smith par.1).

APA is the most commonly used style within social sciences. MLA is the most commonly used style within humanities.

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APPENDIX B

How to Cite Textual Evidence in Reading

✏ Accurately ANSWER the question.

✏ Provide EVIDENCE from the reading passage to SUPPORT your answer.

✏ Correctly CITE the answer with (author and paragraph or page number).

✏ Write a final thought to CONNECT or further explain your answer using logical reasoning.

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1. State claim.

APPENDIX B

Steps to Cite Textual Evidence in Writing

2. Explain claim. 3. Research relevant and credible sources. 4. Use textual evidence from sources by quoting or paraphrasing. 5. Use in-text citations and document sources. 6. Connect or support your claim and evidence with logical reasoning. © Shell Education

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APPENDIX B

Quotation Mark Rules Rule

Example

Commas are used to introduce direct quotations.

Carson said, “We need to leave now.”

Commas are used to interrupt direct quotations.

“Why,” I asked, “what’s the hurry?”

If the speech tag (i.e., John said, I asked) is at the end “I can’t wait until summer,” said Amber. of the sentence, always place a comma before it.

Capitalize the first word in a direct quotation, unless you are quoting part of the text.

Use ellipses (…) to represent any missing words.

Ava stated in her article, “Solar power is the future.” Ava said that our planet, “has a way of taking care of itself.” Ava stated in her article, “…using solar power will benefit mankind.”

Ellipses can be place at the beginning or the end of a Ava stated in her article, “…sun-generated direct quotation, or both. power is a free alternative….” If a quotation includes a question mark or exclamation mark, place it inside the quotation marks.

Valerian asks in her book, “What has made man want to kill elephant for their tusks?”

If asking a question, place question mark outside the Do you believe the saying, “Blood is thicker quotation. than water”? Commas and periods ALWAYS go inside quotation marks.

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According to Yahir, “Eating several servings of whole grain a day is healthy for you.”

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Reading Level

Page

“Soccer” by Melinda Ramos

4.5

18

“Giraffes” by Maria Collins

5.9

20

“Take to the Sky” by Jeff Shale

4.2

22

“Underwater Architect” by Beatrice Shell

4.4

23

Excerpt from The Story of Doctor Dolittle by Hugh Lofting

5.7

25

Excerpt from “Playing for Keeps” by Carmen Board

2.7

26

Excerpt from The Time Machine by H. G. Wells

4.4

28

“The Key”—Adapted from The Secret Garden by Frances Hodgson Burnett

4.4

29

“How Are Fossil Fuels Made?” by Andrew Roberts

4.8

31

“It’s the Law! But Why?” by Devin Garrison

3.2

32

“Man’s Best Friend” by Jason Bernard

4.5

35

“A Cry for Help” by Alice Cantell

4.1

39

“From 613 King Street to Room 4F” by Paul Cobb

3.5

43

“The Ant and the Chrysalis—A Retelling of Aesop’s Fable” by Dillon Autry

3.5

47

“My Shadow” by Robert Louis Stevenson

8.4

51

“Checkmate” by Cali Greene

4.1

55

“Go-Kart Racing” by Karl Scott

4.3

59

“A Beginner’s Guide to Soccer” by Alex Biman

4.5

63

“How to Blow Bigger Bubbles” by Jacob Ubble

4.6

67

Excerpt from “Circuits” by M. J. Noah

4.9

71

“Should Video Games Be Considered a Sport? ”

5.6

79

“Should Graffiti be Considered Art?”

5.2

80

“This Might Make Your Skin Crawl” by Bev Johnson

3.7

91

“Digestion In Depth” by Gracie Kennedy

4.2

94

“A Plate for Everyone” by Randal V. Wexler

5.3

97

“Earthquake Strikes as Locals Sleep” by Cesar Art; “Earthquake!” Excerpted from the Diary of Lily Winkler

4.4

100

Excerpt from “History’s Mysteries, Vanishing Act” by Blake Alexander

5.3

103

Excerpt from “All About Sharks” by Michael Ally

4.2

106

“Welcome to the Desert” by Jay Adams

5.5

109

“Skating through History” by Ann Bantams

5.6

112

Excerpt from “Food Groups” by Melissa Jackson

5.3

115

Excerpt from “Pocahontas” by Dave Stang

5.9

118

Text

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APPENDIX B

Reading Levels for Texts

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APPENDICES C & D

Contents of the Digital Resources To access the digital resources, go to this website and enter the following code: 91911001 www.teachercreatedmaterials.com/administrators/download-files/ The contents of the digital resources is divided into two folders. Below are brief descriptions of each folder’s contents.

Student Resources This folder contains student reproducibles needed for the lessons. The filenames of these pages are included in the materials lists within the lessons. This folder also contains additional student resources, such as the charts and information from the appendices.

Teacher Resources This folder contains the example student reproducibles. The filenames of these pages are included in the materials lists within the lessons. This folder also contains additional teacher resources, such as the charts and information from the appendices.

References Cited Atkins, Janet. 2011. “From the Secondary Section: Reading and Writing with Purpose: In and Out of School.” The English Journal 101(2): 12–13. Fisher, Douglas B., and Nancy Frey. 2014. Close Reading and Writing From Sources. Newark, DE: International Reading Association. Graham, Steve, and Michael Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.

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